developmental phychology and learning ( ii bimestre abril agosto 2011)
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DEVELOPMENTAL PSYCHOLOGY AND LEARNING
SCHOOL:
PROFESSOR:
English
Mgs. Eliana Pinza Tapia
TERM: Second
Abril Agosto 2011
when experience causes a relatively permanent change in an individual’s knowledge
or behavior
This change may be deliberate or unintentional for better or for worse, correct or incorrect, and conscious or unconscious
To qualify as learning this change must be brought about by experience or by interaction of a person with his or her environment
http://1000awesomethings.com/?attachment_id=430
Stimulus event that activates behavior
Response observable reaction to a stimulus
Contiguity
Association of two events because of repeated paring
Association of automatic responses (fear, sweating) with new stimuli
Automatic responses = Respondents
Classical Conditioning
Learning in which voluntary behavior is strengthened or weakened by consequences or antecedents
People actively operate on their environment to produce different kinds of consequences
We learn to behave in certain ways as we operate on the environment
Consequences (follow behavior) that strengthen behavior
Reinforcement
Positive reinforcement
Occurs when the consequence that strengths a behavior is the addition of a new stimulus
Negative reinforcement
Occurs when the consequence that strengths a behavior is the subtraction of a stimulus
Consequences that weakens or suppresses behavior
Punishment
Presentation
It occurs when the appereance of a stimulus following the behavior supresses or decreases the behaviour (For example, teachers assigning extra work)
Removal
It involves removing the stimulus (For example, no TV for a week)
Antecedents (events preceding behaviors)
Provide information about which behaviors will lead to positive consequences and which will lead to unpleasant ones
› Cueing is the act of providing a stimulus just before a particular behavior is supposed to take place. It is useful in setting the stage for behaviors that must occur at specific time, but are easily forgotten.
Sometimes students need help learning to respond to a cue in an appropriate way. For this reason, it will be useful to provide an additional cue, called a prompt.
› Prompt is a reminder that follows a cue to make sure the person reacts to the cue. (For example, remember to share ideas)
When teachers need to change inappropriate classroom behavior, they often employ applied behavior analysis.
It is the application of behavioral learning principles to change behavior.
It requires clear specification of the behavior to be changed, careful measurement of the behavior, analysis of the antecedents and reinforces that might be maintaining inappropriate behavior, and careful management of changes
In classrooms teachers can
› Clearly specify the behavior to be changed and note the current level.
› Plan a specific intervention using antecedents, consequences, or both
› Keep track of the results, modify the plan if necessary
A general approach that views learning as an active mental process of acquiring, remembering, and using knowledge.
Knowledge is learned, and changes in knowledge make changes in behavior possible
Reinforcement is a source of information that provides feedback about what is likely to happen if behaviors are repeated or changed
One of the most important elements in learning process is what the individual brings to new learning situations. What we already know is the foundation and frame for constructing all future situations.
• Domain-specific:
Information that is useful in an specific situation or topic (math, soccer, etc)
• General:
Information that is useful in many different kinds of tasks or situations (planning, solving problems)
http://projects.coe.uga.edu/epltt/index.php?title=Information_processing
Sensory memory
Working memory
Long-term memory
It is the initial processing that transforms incoming stimuli from the environment (sights, sounds, smells, etc.) into information so we can make sense of them
It is the interface where new information is held temporarily and combined with knowledge from long-term memory, to solve problems or comprehend a lecture. Information that you are focusing on at a given moment
Holds the information that is well learned
Sensory memory
Working memory
Long-term memory
Information is encoded in sensory memory. In working memory, new information connects with knowledge from long-term memory. Thoroughly processed and connected information becomes part of long-term memory, and can be activated to return to working memory.
There are number of differences between working and long-term memory
Information enters working memory very quickly
To move into long-term storage requires more time and a bit of effort
Whereas the capacity of working memory is limited, the capacity of long-term memory appears to be practically unlimited
Once information is securely stored in long-term memory, it can remain there permanently
Access to information in working memory is immediate because we are thinking about the information at that very moment
Access to information in long-term memory requires time and effort
One important requirement to save information in long-term memory is to integrate new information with knowledge already stored in long-term memory as you construct an understanding
Elaboration
Organization
Context
Adding meaning to new information by connecting with existing knowledge
Material that is well organized is easier to learn and to remember, especially if the information is complex and extensive
If you try to remember the information, it will be easier if the current context is similar to the original one
METACOGNITION Awareness of one's own learning or thinking processes
Metacognition knowledge
Declarative Procedural Self-regulatory
Knowing what to do
Knowing how to use the strategies
Knowing when and why to apply the procedures and strategies
It involves deciding how much time to give to a task, which strategies to use, how to start, what resources to gather, what order to follow, etc
It is the real-time awareness of “how I’m doing”
It involves making judgments about the processes and outcomes of thinking and learning “Should I change strategies?”
There are three essential skills that allow us to do this:
• Planning
• Evaluating
• Monitoring
The way something is learned in the first place greatly influences how we remember and how appropriate we can apply the knowledge later
http://elearningdaniel.blogspot.com/
Learning strategies
General plans for approaching learning tasks
Learning tactics
Specific techniques for learning, such as using outlining
Metacognition includes knowledge about the value of using
Reading strategies
R Review headings and subheadingsE Examine boldface wordsA Ask, “What do I expect to learn”D Do it - Read!S Summarize in your own words
C Who are the characters?A What is the aim of the story?P What problem happens?S How is the problem solved?
K What do I already know?W What do I want to know?L At the end of the reading, what have I learned?
HOW TO BECOME AN EXPERT STUDENT?
The way something is learned influences how we remember and how we can apply the knowledge later.
The use of good learning strategies helps students learn.
Deciding what is important Writing summaries Underlining and highlighting Taking notes
Students must
1. Be cognitively engaged (to focus attention on important aspects of the material)
2. Invest effort (to make connections, elaborate, translate, organize, and recognize)
3. Think and process deeply (the greater the practice and processing, the stronger the learning)
4. Regulate and monitor their own learning (to make sense and notice when a new approach is needed)
Problem Solving
Problem: Any situation in which you are trying to reach a goal and must find a means to do so
A problem
Initial state (the current situation)
A goal (the desired outcome)
A path for reaching the goal (including operations or activities that move you toward the goal)
Problem solving is creating new solutions for problems
General problem-solving strategies
I Identify problems and opportunitiesD Define goals and represent the problemE Explore possible strategiesA Anticipate outcomes and ActL Look back and Learn
• Identifying: Problem findingIt is a critical first step and we have to
spend time considering the nature of the problem
• Defining goals and representing the problem
To represent the problem and set a goal, it is important to fucus on relevant information, understand the words of the problem, and activate the right schema to understand the whole problem
• Exploring possible solution strategies In conducting your search for a
solution there are two general kinds of procedures:
Algorithm: Step-by-step procedure for solving a problem
Heuristic: It is a general strategy that is particularly used to rapidly come to a solution that is hoped to be close to the best possible answer
• Anticipating, Acting, and Looking back
After selecting the solution strategy it is necessary to anticipate the consequences. After this, you need to implement it and evaluate the results by checking for evidence that confirms or contradicts your solution.
CREATIVITY
It is the ability to produce work that is original, but still appropriate and useful. It requires knowledge, flexibility, motivation, and persistence. Furthermore, social support plays an important role.
(Plucker et all., 2004) “Creativity is important for an individual’s psychological, physical, social, and career success”
It is important for teachers to promote it in the classroom because teachers are in a great position to encourage or discourage creativity through their acceptance or rejection of the unusual and imaginative.
SOCIAL COGNITIVE THEORY
It emphasizes learning through observation of others
http://prattlenog.com/2009/12/14/installment-4-what-my-toddler-has-taught-me-about-adult-learning/
In social cognitive theory, internal and external factors are important
All of them influence and are influenced by each other
Social Environmental (resources, consequences of actions, other people, and physical settings)
Personal factors (beliefs, expectations, knowledge)
Behaviors (individual actions)
Teacher feedback can lead students to set higher goals.
If students seem to misunderstand, teachers may change instruction strategies
Social influence Personal factors
Behavior Social environment
Self-efficacy = A person’s sense of being able to deal effectively with a particular task
Self-regulated learning= Process of activating and sustaining thoughts, behaviors, and emotions in order to reach goals
Both are key elements of social cognitive theory that are important in learning and teaching
If learners have a high sense of efficacy in a given area, they will set higher goals, be less afraid of failure, and find new strategies when old ones fail.
Self-regulated learners are motivated to learn. They have the skill and the will to learn
Intrinsic
It is associated with activities that are their own reward
Extrinsic
It is created by external factors such as rewards and punishments
MOTIVATION
An internal state that arouses, directs, and maintains behavior
General approaches to motivation
Behaviorists: Emphasize extrinsic motivation caused by incentives, rewards, and punishment
Humanistic views: Stress the intrinsic motivation created by the need for personal growth
Cognitive views: Stress a person’s active search for meaning, understanding, and competence, and the power of the individual’s attributions and interpretations
Sociocultural views: Emphasize legitimate engaged participation and identity within a community
Motivation to learn in school
Teachers are interested in a particular kind of motivation (student motivation to learn). It involves:
• taking academic work seriously, • trying to get the most from it,• applying appropriate learning strategies in the process.
Decisions made by teachers can influence student motivation to learn
T Task (the nature of the task that Ss are asked to do)
A Autonomy (the autonomy Ss are allowed in working)
R Recongnized (how Ss are recognized for their accomplishments) G Grouping (practices)
E Evaluation (procedures)
T Time (schedule of time in the classroom)
PROGRAMA: Tutoría (Nombre de Tutoría) Carrera:Fecha:Docente:Hora Inicio: Hora Final:
GUIÓN DE PRESENTACIÓN
Puntos de la Presentación
Intervienen Duración Aprox. en minutos
Material de Apoyo
- Presentación- Objetivos
Nombre del docente y/o invitados
• 2 minutos• 3 minutos
Sin material.Sin material.
-Desarrollo del contenido: Capítulo I Capítulo II …………….
Nombre del docente y/o invitados
• 35 minutos Diapositivas (cambios cada 5 seg.), videos, otro o ningún material.
- Preguntas
- Despedida (Contactos, Sugerencias)
Nombre del docente y/o invitados
•15 minutos (Si no existen, proponer y dar solución)• 5 minutos
Correo, teléfono, ext, horario de tutoría.
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