Situated Cognition
learning as participation in communities
-not only does the individual learn, but the community itself learns from the individuals
and the whole
What Learning Communities am I part of?
Home
Family - extended family
Friends
Teacher - Jordan Dist. - Sprucewood - 6th Grade
Grad School
Church - ward
United States - California - San Diego
Thursday, October 18, 2007
Thursday, October 4, 2007
Mini Instruction - Schema Theory
Mini Instruction – Schema Theory
Katie and Ross
“Rivers of Life”
Introduction to Schema Theory
Schema theory explains that a learner’s knowledge is stored in their memory as “packets of knowledge.” New understanding acquired by learners relates to these “packets of knowledge”, or schemata, and can be added to already present schemata, can allow schemata to be altered, or can create new schemata. Instructional designers can facilitate meaningful learning by using various strategies to activate schemata and help learners to use their prior knowledge in gaining new understanding.
Theoretical Principles
Learners can acquire more meaningful learning and remember better when they relate new information to prior knowledge.
Schemata – “packets of knowledge” stored in the memory
Mental Mmodels – schemata that guide the learner as they learn new information or solve problems
Accretion – “fact learning” – new information is added to already present schemata
Tuning – schemata are altered, or “evolve”, based on new knowledge and experience
Restructuring – new schemata are created to “replace or incorporate old ones”
Keys to automating existing schemata to lighten the cognitive load of the learner and therefore facilitate further meaningful learning:
Activate Prior Knowledge
•Advance Organizers – introductory materials that “bridge the gap”
between prior knowledge and new information to be learned
•Schema Signals – texts and other learning tools draw on a familiar
structure to aid learners
Make Instructional Materials Meaningful
•Comparative Organizers
•Elaboration
Use Prior Knowledge in New Contexts
Instructional Objective
The students will be able to list seven important factors that play a role in the development of a civilization. They will be able to identify these factors in various ancient civilizations, namely Ancient Egypt, Ancient Mesopotamia, Ancient China, and Ancient India. Later, they will be able to identify the same factors in the development of Ancient Greece and Ancient Rome.
Intended Learners
A sixth-grade class of 25 to 30 students.
Materials
•A social studies textbook for each student – needs to have information on the ancient civilizations discussed in this lesson (Recommended textbook: World Adventures in Time and Place published by Macmillan/McGraw-Hill)
•If a textbook is not available, encyclopedias, the internet, or other research tools may be used.
•4 long pieces of blue butcher paper (each about 8 feet long)
•Scissors
•Pencils, crayons, colored pencils, markers
•A variety of paper (eg. construction paper, tissue paper)
•Other art supplies as available
Procedure
The class is divided into groups of seven7 or eight8 students. Each group is assigned one ancient civilization to research using their social studies textbook:
Egypt, Mesopotamia, China, or India.
Each student in the group is responsible for one specific factor that contributed to the growth and development of this civilization. (Some partnering may be needed.)
Factors:
Source of Water (the major river that flows through that civilization)
Farming
Religion
Government
Military
Transportation/Travel/Trade
Inventions/Discoveries
Each group will then receive a piece of blue butcher paper to represent their river civilization. They will cut the paper so it is wavy, like a river. The group will display the information gained from their research on their river. The river should have a title (the name of their civilization). The rest of the river will then be divided into seven7 sections on which seven7 subtitles should be written (the seven factors they have studied). The students will place a graphic next to each subtitle that represents that factor, showing they understand what that subtopic means. (Example: Next to the farming subtitle students place a picture of crops growing in a field.) The studentsy may choose various ways to represent the information they have researched: illustrations, lists, captions, 3-D art, etc.
Once the rivers have been completed, the instructor should lead a class discussion about the similarities and differences between each of the civilizations. The instructor should discuss with the students the important role played by each of the seven7 factors listed in the development of these civilizations.
Assessment
The students will be given a quiz on which they must list seven important factors in the development of civilizations.
Follow-Up Learning
Now that the students have learned about several ancient civilizations and the factors contributing to their development, they will continue to use the seven factors learned in studying other civilizations in history. As the class learns about Ancient Greece and Ancient Rome, the students will be asked to determine if these seven factors were present in these civilizations as well. If so, can they will identify them.? The students will create a comparative organizer displaying how Greece and Rome also had these seven factors.
Katie and Ross
“Rivers of Life”
Introduction to Schema Theory
Schema theory explains that a learner’s knowledge is stored in their memory as “packets of knowledge.” New understanding acquired by learners relates to these “packets of knowledge”, or schemata, and can be added to already present schemata, can allow schemata to be altered, or can create new schemata. Instructional designers can facilitate meaningful learning by using various strategies to activate schemata and help learners to use their prior knowledge in gaining new understanding.
Theoretical Principles
Learners can acquire more meaningful learning and remember better when they relate new information to prior knowledge.
Schemata – “packets of knowledge” stored in the memory
Mental Mmodels – schemata that guide the learner as they learn new information or solve problems
Accretion – “fact learning” – new information is added to already present schemata
Tuning – schemata are altered, or “evolve”, based on new knowledge and experience
Restructuring – new schemata are created to “replace or incorporate old ones”
Keys to automating existing schemata to lighten the cognitive load of the learner and therefore facilitate further meaningful learning:
Activate Prior Knowledge
•Advance Organizers – introductory materials that “bridge the gap”
between prior knowledge and new information to be learned
•Schema Signals – texts and other learning tools draw on a familiar
structure to aid learners
Make Instructional Materials Meaningful
•Comparative Organizers
•Elaboration
Use Prior Knowledge in New Contexts
Instructional Objective
The students will be able to list seven important factors that play a role in the development of a civilization. They will be able to identify these factors in various ancient civilizations, namely Ancient Egypt, Ancient Mesopotamia, Ancient China, and Ancient India. Later, they will be able to identify the same factors in the development of Ancient Greece and Ancient Rome.
Intended Learners
A sixth-grade class of 25 to 30 students.
Materials
•A social studies textbook for each student – needs to have information on the ancient civilizations discussed in this lesson (Recommended textbook: World Adventures in Time and Place published by Macmillan/McGraw-Hill)
•If a textbook is not available, encyclopedias, the internet, or other research tools may be used.
•4 long pieces of blue butcher paper (each about 8 feet long)
•Scissors
•Pencils, crayons, colored pencils, markers
•A variety of paper (eg. construction paper, tissue paper)
•Other art supplies as available
Procedure
The class is divided into groups of seven7 or eight8 students. Each group is assigned one ancient civilization to research using their social studies textbook:
Egypt, Mesopotamia, China, or India.
Each student in the group is responsible for one specific factor that contributed to the growth and development of this civilization. (Some partnering may be needed.)
Factors:
Source of Water (the major river that flows through that civilization)
Farming
Religion
Government
Military
Transportation/Travel/Trade
Inventions/Discoveries
Each group will then receive a piece of blue butcher paper to represent their river civilization. They will cut the paper so it is wavy, like a river. The group will display the information gained from their research on their river. The river should have a title (the name of their civilization). The rest of the river will then be divided into seven7 sections on which seven7 subtitles should be written (the seven factors they have studied). The students will place a graphic next to each subtitle that represents that factor, showing they understand what that subtopic means. (Example: Next to the farming subtitle students place a picture of crops growing in a field.) The studentsy may choose various ways to represent the information they have researched: illustrations, lists, captions, 3-D art, etc.
Once the rivers have been completed, the instructor should lead a class discussion about the similarities and differences between each of the civilizations. The instructor should discuss with the students the important role played by each of the seven7 factors listed in the development of these civilizations.
Assessment
The students will be given a quiz on which they must list seven important factors in the development of civilizations.
Follow-Up Learning
Now that the students have learned about several ancient civilizations and the factors contributing to their development, they will continue to use the seven factors learned in studying other civilizations in history. As the class learns about Ancient Greece and Ancient Rome, the students will be asked to determine if these seven factors were present in these civilizations as well. If so, can they will identify them.? The students will create a comparative organizer displaying how Greece and Rome also had these seven factors.
Thursday, September 27, 2007
Midterm
Midterm:
Behaviorism
Cognitive Information Processing
Meaningful Learning
Schema Theory
We will be given an example online and be asked to analyze it based on these theories of learning.
Behaviorism
Cognitive Information Processing
Meaningful Learning
Schema Theory
We will be given an example online and be asked to analyze it based on these theories of learning.
Thursday, September 13, 2007
Wikipedia: Schema Theory
Wikipedia: Schema Theory is a theory of learning. Schemata are models suggesting relationships between objects. They are learned and structure future learning. (Schemata is the plural and schema is the singular form of this word.)
The theory hypothesizes that the schema a person uses during learning will determine how the learner interprets the task to be learned, how the learner understands the information, and what knowledge the learner acquires.
Plato elaborates the Greek doctrine of ideal types – such as the perfect circle that exists in the mind but which no one has ever seen. Kant further developed the notion and introduced the word schema. For example, he describes the "dog" schema a mental pattern which "can delineate the figure of a four-footed animal in a general manner, without limitation to any single determinate figure as experience, or any possible image that I can represent in concreto." (Kant 1781).
Since that time, many other terms have been used as well, including "frame," "scene," "scenario," "script" and even "model", "theory". Key theoretical development of schema theory was made in several fields, including linguistics, anthropology, psychology and artificial intelligence. The heyday of schema theory was probably in the 1970s (although of course in OB it has barely arrived). One of the main engines was artificial intelligence, which was engaged in getting computers to read natural text. It was quickly discovered that most of what is communicated in a newspaper article cannot be understood without reference to a great deal of information that is not included in the article itself. For example, consider this story from D’Andrade (1995):
John wanted to do well on the exam, but his pen ran out of ink and his pencil broke. He tried to find a pencil sharpener, but there wasn't one in the room. Finally he borrowed a pen from another student. By then he was so far behind he had to rush, and the teacher took off points for poor penmanship.
To understand this story, you have to understand the writing schema because the text itself leaves unstated the connection between John running out of ink and his not being able to work on the exam.
Retrieved from "http://en.wikipedia.org/wiki/Schemata_theory"
Categories: Articles to be merged since February 2007 | Psychological adjustment |
The theory hypothesizes that the schema a person uses during learning will determine how the learner interprets the task to be learned, how the learner understands the information, and what knowledge the learner acquires.
Plato elaborates the Greek doctrine of ideal types – such as the perfect circle that exists in the mind but which no one has ever seen. Kant further developed the notion and introduced the word schema. For example, he describes the "dog" schema a mental pattern which "can delineate the figure of a four-footed animal in a general manner, without limitation to any single determinate figure as experience, or any possible image that I can represent in concreto." (Kant 1781).
Since that time, many other terms have been used as well, including "frame," "scene," "scenario," "script" and even "model", "theory". Key theoretical development of schema theory was made in several fields, including linguistics, anthropology, psychology and artificial intelligence. The heyday of schema theory was probably in the 1970s (although of course in OB it has barely arrived). One of the main engines was artificial intelligence, which was engaged in getting computers to read natural text. It was quickly discovered that most of what is communicated in a newspaper article cannot be understood without reference to a great deal of information that is not included in the article itself. For example, consider this story from D’Andrade (1995):
John wanted to do well on the exam, but his pen ran out of ink and his pencil broke. He tried to find a pencil sharpener, but there wasn't one in the room. Finally he borrowed a pen from another student. By then he was so far behind he had to rush, and the teacher took off points for poor penmanship.
To understand this story, you have to understand the writing schema because the text itself leaves unstated the connection between John running out of ink and his not being able to work on the exam.
Retrieved from "http://en.wikipedia.org/wiki/Schemata_theory"
Categories: Articles to be merged since February 2007 | Psychological adjustment |
Thursday, September 6, 2007
Behaviorism
One main argument against Behaviorism is that it is manipulative.
Behaviorists say it is not.
Behavior Modification can change any behavior, but can it change the person? Can it change the person inside?
Task Analysis - can reveal that some problems are not solved by instruction, some are solved other ways, such as with performance improvement (uncomfortable safety goggles example)
See ISPI - International Society for Performance Improvement
They analyze performance, processes, productivity
People can become certified performance technologists
A different field, but similar principles to instructional design
Behaviorists say it is not.
Behavior Modification can change any behavior, but can it change the person? Can it change the person inside?
Task Analysis - can reveal that some problems are not solved by instruction, some are solved other ways, such as with performance improvement (uncomfortable safety goggles example)
See ISPI - International Society for Performance Improvement
They analyze performance, processes, productivity
People can become certified performance technologists
A different field, but similar principles to instructional design
Thursday, August 30, 2007
Learning Theories vs. Instructional Theories
Good references on constructing theories:
Kuhn, T.S. The structure of scientific revolutions
Learning Theories vs. Instructional Theories
Learning Theories are Descriptive - describes / explains how people learn
Instructional Theories are Prescriptive - suggests actions / how to instruct
Jar of Marbles
In behaviorism the response to the desired behavior must be immediate in order to reinforce the desired behavior.
Fading - when the reward is withdrawn little by little, but the frequency of the desired response is still maintained
Variable frequency of rewards
Punishment and negative reinforcement can also alter behavior - behavior is learned to avoid undesirable responses
Skinner - father of behaviorism
Operant Conditioning - learning based on the organism voluntarily operating on the environment
Classical Conditioning- learning based on the organism involuntarily responding to the environment
started by Pavlov - match an involuntary response with an artificial stimulus
later, when the artificial stimulus was presented, the response would still occur
Pavlov’s Dogs
Application: when a class is misbehaving, simply jiggle their marble jar - when they hear the sound they will remember they need to behave
Reinforcement - there has to be a value attached to the reinforcement
Positive - getting a marble for good behavior
Negative - taking a marble out of the jar
Punishment
Removal punishment - decreasing behavior by removing a stimulus, or the inability to get positive reinforcement - it must be a removal that is undesirable for the learner
Presentation punishment - occurs when a learner’s behavior decreases as a result of being presented with a punisher
Punished by Rewards by Alfie Kohn - Good book - Criticism on behaviorism in education, the home - He says we need to help students focus on the intrinsic rewards instead of the extrinsic (external) & extrinsic rewards can actually hinder student progress in the long run
No Contest: The Case Against Competition by Alfie Kohn
Reinforcement Schedules
Consistent
Fixed Ratio (response)
Fixed Interval (time)
Intermittent
Variable Ratio (response) - considered the most effective in changing behavior
Variable Interval (time)
Extinction - the elimination of a response as a result of non reinforcement
if a child is misbehaving to get attention, don’t give him the attention and he’ll stop acting out for lack of the reinforcement he desires
Task Analysis - the process of breaking content of a skill down into its component parts
Learned Helplessness - the feeling that no amount of effort can lead to success
Because of constant negative reinforcement, no matter if the behavior is the desired behavior or not, they begin to think they cannot achieve the right results no matter what they try
Shaping - the process of reinforcing successive approximations of a desired behavior
reward the little efforts that get close to the desired behavior
Fading - reinforcement is gradually removed, but the behavior stays consistent with less frequent reinforcement
Kuhn, T.S. The structure of scientific revolutions
Learning Theories vs. Instructional Theories
Learning Theories are Descriptive - describes / explains how people learn
Instructional Theories are Prescriptive - suggests actions / how to instruct
Jar of Marbles
In behaviorism the response to the desired behavior must be immediate in order to reinforce the desired behavior.
Fading - when the reward is withdrawn little by little, but the frequency of the desired response is still maintained
Variable frequency of rewards
Punishment and negative reinforcement can also alter behavior - behavior is learned to avoid undesirable responses
Skinner - father of behaviorism
Operant Conditioning - learning based on the organism voluntarily operating on the environment
Classical Conditioning- learning based on the organism involuntarily responding to the environment
started by Pavlov - match an involuntary response with an artificial stimulus
later, when the artificial stimulus was presented, the response would still occur
Pavlov’s Dogs
Application: when a class is misbehaving, simply jiggle their marble jar - when they hear the sound they will remember they need to behave
Reinforcement - there has to be a value attached to the reinforcement
Positive - getting a marble for good behavior
Negative - taking a marble out of the jar
Punishment
Removal punishment - decreasing behavior by removing a stimulus, or the inability to get positive reinforcement - it must be a removal that is undesirable for the learner
Presentation punishment - occurs when a learner’s behavior decreases as a result of being presented with a punisher
Punished by Rewards by Alfie Kohn - Good book - Criticism on behaviorism in education, the home - He says we need to help students focus on the intrinsic rewards instead of the extrinsic (external) & extrinsic rewards can actually hinder student progress in the long run
No Contest: The Case Against Competition by Alfie Kohn
Reinforcement Schedules
Consistent
Fixed Ratio (response)
Fixed Interval (time)
Intermittent
Variable Ratio (response) - considered the most effective in changing behavior
Variable Interval (time)
Extinction - the elimination of a response as a result of non reinforcement
if a child is misbehaving to get attention, don’t give him the attention and he’ll stop acting out for lack of the reinforcement he desires
Task Analysis - the process of breaking content of a skill down into its component parts
Learned Helplessness - the feeling that no amount of effort can lead to success
Because of constant negative reinforcement, no matter if the behavior is the desired behavior or not, they begin to think they cannot achieve the right results no matter what they try
Shaping - the process of reinforcing successive approximations of a desired behavior
reward the little efforts that get close to the desired behavior
Fading - reinforcement is gradually removed, but the behavior stays consistent with less frequent reinforcement
Thursday, August 23, 2007
3 Main Learning Theories
3 Main Learning Theories:
Behaviorism
Concerned with the response - how do we get the desired response?
Not concerned with how they understood or their deeper thoughts, just response / results
Examples: Classroom management, psychomotor skills
Cognitiveism
Concerned with HOW people learn - how is the stimulus received, stored, responded too? What happens between stimulus and response?
Constructivism
The meaning of knowledge is all in the mind of the learner.
What is the effect of individual experiences on the learning?
How can learning be enhanced, how can you achieve a common set of knowledge from people with different sets of experiences?
Behaviorism
Concerned with the response - how do we get the desired response?
Not concerned with how they understood or their deeper thoughts, just response / results
Examples: Classroom management, psychomotor skills
Cognitiveism
Concerned with HOW people learn - how is the stimulus received, stored, responded too? What happens between stimulus and response?
Constructivism
The meaning of knowledge is all in the mind of the learner.
What is the effect of individual experiences on the learning?
How can learning be enhanced, how can you achieve a common set of knowledge from people with different sets of experiences?
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