1. Stimulus -> -> Response Behaviorism

2. Stimulus -> -> Response What’s inside the black box?

3. Behaviorism Simple Associations: Push gas (stimulus), car goes (response)

4. Information Processing Let’s build a model of what goes on under the hood when you push the gas. Cognitive Revolution! Cognitive Revolution!

5. Assumptions of Cognitivism  Learning involves changes in your mental representations - doesn’t have to be a change in behavior.  Observable behavior is still important for studying learning in a scientific way. But now we are going to make inferences about the hidden mental process that may be affecting the behavior.  I.e., we’ll make theoretical models about what’s “under the hood,” propose theories based on the models, and then put the theories to the test.

6. Let’s Be Cognitive Theorists!

7. What Are Effective Ways of Learning? Advanced ideas

8. Factors Influencing Memory

9. Model of Information Processing Sensory Register Working Memory Long-term Memory Attention Control Processes Association, Meaning Association, Meaning Recall

10. Internet as a metaphor for Long Term Memory UT site My web page Sid’s web page

11. Internet as a metaphor for Long Term Memory Information A Information B Memorization Deep understanding/ Personalized knowledge Elaborate, organized network of knowledge

12. What would I. P. Theory have to say about this situation?

13. Advantages of a Rich Network  Information will be stored more effectively in long-term memory so that it will be able to be retrieved in the future.  You won’t forget it immediately after the exam!  You will create a flexible knowledge structure that will allow you to apply what you learn in complex, real-world situations (i.e. “transfer”).  Imagine that! Being able to actually apply what you learn!

14. What Metaphor Can You Come Up with to Represent Effective Learning?  My Examples:  Effective learning is like a website with lots of links.  Effective learning is like seeing the picture instead of the individual dots.

15. Implications

16. “It’s all about the network”  The network can include the following:  Prior knowledge  Other new ideas  Personal experience  Emotions  Sensory representations (auditory, visual, kinesthetic)

17.  The network needs to be:  Integrated  Connected ideas/experience; cross-cutting themes  Elaborate  Many connections; crisscrossing the landscape  Organized  Big ideas; patterns  Meaningful  Personalized connections “It’s all about the network”

18. Bad Studying: Psychologize = blah, blah, blah Transformative Experience = blah, blah, blah Ideas = blah, blah, blah Good Studying (brace yourself):

19. Newton, Mozart, etc. Dewey Map Analogy Explorers The Map Teacher Student The curriculum Guide to Experience Experience Instruction Dead Poets Society Trans- formative Exp. Art “Classics” Enrich Exp. “Ideas” Model & Scaffold Metaphor Re-seeing Psychologize Sugar Coat Motivated Use Expansion of Perception Expansion of Value Your Experience C.P. Context Past Classes Concepts

20. Building Integrated Knowledge Structures  “Crisscrossing the landscape”  To really get to know a city, you should crisscross it from multiple directions, modes of transportation, etc.  Applied to learning, study the same content from multiple:  Perspectives  Representations  Directions  Learn content in an integrated way with crosscutting themes.

21. Building Integrated Knowledge Structures Dewey Goals Prior Kg. Role of Individual Instruction Behaviorism Information Processing

22.  Let’s revisit our initial ideas about effective learning. Have they changed?initial ideas  Make an updated list of effective and ineffective study strategies.

23. The True Power of Learning is Unlocked When We Teach Students to Monitor Their Learning and Use Effective Strategies  This is know as fostering metacognition.