edep 6114: cognitive processes educational practice · 2021. 1. 15. · edep 6114: cognitive...

Peter E. Doolittle, Virginia Tech Creative Commons Attribution-NonCommercial 4.0 International License

EDEP 6114: COGNITIVE PROCESSES & EDUCATIONAL PRACTICE TUESDAYS � 7:00 PM – 9:50 PM � VIRTUAL � CRN 20467

Instructor: Peter Doolittle Email: [email protected] Office: 222 Public Safety Building Website: http://www.peterdoolittle.org Office Hours: By Appointment (Canvas LMS is not used for this class)

Course Description Cognitive psychology addresses the processes of how people learn, remember, and think about knowledge, information, and experiences. As such, the cognitive psychology field is broad and encompasses an array of concepts, approaches, frameworks, and theories. The Cognitive Processes and Educational Practice’s course is an advanced and focused course on a subset of these elements and areas. Specifically, the course engages in the relationship between cognitive processing, working memory, metacognition, and affect/emotions, with special attention paid to their involvement in educational practice. Beyond these key elements, specific cognitive psychology topics, that arise from student interests, provide a second major focus of the course. Ultimately, the course focuses on the relationship between state-of-the-art thinking with regards to learning, memory, and cognition and the teaching and learning process. ____________________________________________________________________________ Course Prerequisites: Graduate status. ____________________________________________________________________________ Learning Goals and Outcomes: LG1: Students will understand the essential concepts of learning, memory, and cognition.

LO1: Students will be able to explain critical cognitive psychology concepts related to learning and instruction. LO2: Students will be able to describe the interdependent nature of learning, memory, and cognition.

LG2: Students will understand the role that cognitive processing plays in learning, memory, and cognition.

LO1: Students will be able to explain the role of cognitive processing and memory to learning and instruction. LO2: Students will be able to analyze learning and instruction for the roles that processing and memory play.

LG3: Students will understand specific cognitive psychology topics related to learning, memory, and cognition.

LO1: Students will be able to explain advanced cognitive psychology topics related to learning and instruction. LO2: Students will be able to integrate advanced cognitive psychology topics into learning and instruction.

LG4: Students will understand the relationship between cognitive tenets and the design of effective instruction.

LO2: Students will be able to create instructional strategies by applying cognitive psychology tenets. LO7: Students will be able to create instructional design that leverages cognitive psychology tenets.

_____________________________________________________________________________

PURPOSE The purpose of this course is to answer three fundamental questions:

How do we think and learn? What is the nexus of brain and cognition? How should we design and teach?

Cognitive Processes 2


Evaluations Student performance will be evaluated in three ways: the completion of a series of Oral Explanations, the completion of a series of In-Class Daily Primings, and Daily Class Evaluations. The Oral Explanations provide an opportunity for students to extract the essential meaning from a reading and summarize that meaning clearly, concisely, and orally in 3-minutes or less. The In-Class Daily Primings provide an opportunity for students to activate and review core ideas from the reading at the beginning of each class in the form of a series of short oral statements. The Daily Class Evaluations allow students the opportunity to reflect on their learning and provide feedback to the instructor on the conduct of the course. The assignments are delineated in the Oral Explanations, Daily Primings, and Daily Class Evaluations handouts. _____________________________________________________________________________ Grading Oral Explanations (28 x 100 points) 2800 pts In-Class Daily Priming (28 x 010 points) 0280 pts

Daily Class Evaluations (15 x 030 points) 0450 pts B+ 3176-3071 89-87% C+ 2823-2718 79-77% F < 2470 A 3530-3318 100-94 % B 3071-2965 86-84 C 2717-2612 76-74 A- 3317-3177 93-90 B- 2964-2824 83-80 C- 2611-2471 73-70 _____________________________________________________________________________ Attendance Policy, Late Policy, and Dropping of the Course Submitting an assignment late will result in a grade of 0 points, unless the late submission was cleared by the instructor in advance of the due date. If you find it necessary to drop this course, for any reason, you must drop the class by March 1, 2021 (last day to resign is March 30, 2021). All students are expected to attend class regularly and promptly, and to come prepared to class by having read the day’s readings and contemplated the reading’s meaning and application. _____________________________________________________________________________ Disabilities Virginia Tech welcomes students with disabilities into the University’s educational programs. The University promotes efforts to provide equal access and a culture of inclusion without altering the essential elements of coursework. If you anticipate or experience academic barriers that may be due to disability, including but not limited to ADHD, chronic or temporary medical conditions, deaf or hard of hearing, learning disability, mental health, or vision impairment, please contact the Services for Students with Disabilities (SSD) office (540-231-3788, [email protected], or visit www.ssd.vt.edu). If you have an SSD accommodation letter, please meet with the instructor privately during office hours as early in the semester as possible to deliver your letter and discuss your accommodations. You must give the instructor reasonable notice to implement your accommodations, which is generally 5 business days and 10 business days for final exams. _____________________________________________________________________________



_____________________________________________________________________________ Mobile Technologies Mobile technologies, such as cell phones, tablets, and laptop computers may only be used in class for class related purposes. Please respect your fellow students and the professor by turning off cell phones before class begins and refraining from using computers and tablets during class to check email or social media. There will be time during class breaks to check email and social media.

Cell Phones: Cell phones should be turned off during all classes. It is understood that there may be occasions when you will need to leave your cell phone on to receive a phone call of extreme importance. In these extreme cases, please notify the instructor prior to the beginning of the class, have your cell phone set to vibrate.

Tablets and Laptop Computers: Tablets and laptop computers should only be used for legitimate class

related purposes (e.g., taking notes, reviewing readings, searching the web for class-based concepts). Please refrain from using these technologies for entertainment purposes during class (e.g., email, movies, music, social media).

Zoom Interface: Zoom will be used to conduct the class synchronously online. It is requested that you

attend class with their Zoom cameras (video) on and your Zoom profile display name set your preferred name (e.g., Peter Doolittle). This is a request only. The rationale is to more easily build community within the class.

_____________________________________________________________________________ Honor Code The Graduate Honor Code will be enforced within this course. All assignments have a note regarding how the Graduate Honor Code applies to that specific assignment. Students unfamiliar with the Graduate Honor Code are encouraged to read the Graduate Honor System Constitution. Violations of the Graduate Honor Code are divided into four broad categories. The following definitions are taken verbatim from the GHC Constitution (https://graduateschool.vt.edu/academics/expectations/graduate-honor-system.html): All forms of academic work including, but not limited to, course work, lab work, thesis or dissertation work, research, teaching, and extension performed by any graduate student enrolled on a part-time or full-time basis under any of the admission categories listed in the Virginia Tech Graduate Catalog shall be subject to the stipulations of the Graduate Honor Code. Violations of the Graduate Honor Code are categorized as follows: Cheating, Plagiarism, Falsification, and Academic Sabotage. Violations are defined as follows:

Cheating: Cheating is defined as the giving or receiving of any unauthorized aid, assistance, or unfair advantage in any form of academic work. Cheating applies to the products of all forms of academic work. These products include, but are not limited to, in-class tests, take-home tests, lab assignments, problem sets, term papers, research projects, theses, dissertations, preliminary and qualifying examinations given for the fulfillment of graduate degrees, or any other work assigned by an instructor or professor, graduate committee, or department that pertains to graduate work or degrees. Any student giving or receiving unauthorized information concerning a test, quiz, or examination shall be responsible for an Honor Code violation. Submitting work that counts towards the student's grade or degree which is not the sole product of that student's individual effort shall be considered cheating, unless, for example, the professor explicitly allows group work, use of out-of-class materials, or other forms of collective or cooperative efforts. In general, all academic work shall be done in accordance with the requirements specified by the instructor or professor. In the absence of specific allowances or instructions by the professor, students shall assume that all work must be done individually.



Some uses of permanently returned, graded material ("koofers") are cheating violations of the Code. By permanently returning graded materials, a faculty member or instructor demonstrates the intent that these materials should be accessible to all students. Such materials may be used for study purposes, such as preparing for tests or other assignments, and other uses explicitly allowed by the professor or course instructor. Once test questions have been handed out, koofers may not be used. Other specific examples of the unauthorized use of koofers include, but are not limited to, using koofers during closed-book exams, handing in any type of copy (e.g., a photocopy or a transcribed copy) of someone else's work (partial or complete) from a previous term, and copying a current answer key or one that was handed out in a previous term. Students may not copy and hand in as their own work answers taken from any kind of koofer. When in doubt of what may or may not be used, students should consult with the course instructor. In the absence of specific instructions concerning koofers from the instructor, students shall assume that all submitted work must be the product of their own efforts without koofers or other unauthorized aid/ materials.

Plagiarism: Plagiarism is a specific form of cheating, and is defined as the copying of the language, structure, idea, and/or thoughts of another and claiming or attempting to imply that it is one's own original work. It also includes the omitting of quotation marks when references are copied directly, improper paraphrasing (see Plagiarism), or inadequate referencing of sources. Sources used in preparing assignments for classes, theses, dissertations, manuscripts for publication, and other academic work should be documented in the text and in a reference list, or as directed by the instructor or professor. Sources requiring referencing include, but are not limited to, information received from other persons that would not normally be considered common knowledge (Plagiarism), computer programs designed or written by another person, experimental data collected by someone else, graded permanently-returned materials such as term papers or other out-of-class assignments (koofers), as well as published sources. A more detailed discussion of plagiarism may be found in Plagiarism.

Falsification: Students who falsify, orally, in writing, or via electronic media, any circumstance relevant to their academic work shall be responsible for a violation of this Code. Included are such actions as forgery of official signatures, tampering with official records or documents, fraudulently adding or deleting information on academic documents, fraudulently changing an examination or testing period or due date of an assignment, and the unauthorized accessing of someone else's computer account or files. Violations also include willfully giving an improper grade or neglecting to properly grade submitted material, improperly influencing the results of course evaluations, and knowingly including false data or results in any paper or report submitted for a grade, as a degree requirement, or for publication.

Academic Sabotage: Academic sabotage is purposeful vandalism directed against any academic endeavor or equipment. It includes, but is not limited to, the destruction or theft of written material, laboratory or field experiments, equipment used in teaching or research, or computer files or programs. Unauthorized tampering with computer programs or systems shall constitute a violation. Academic sabotage includes deliberately crashing or attempting to crash a computer system or the use of files intended to cause or actually causing computer systems to behave atypically, thereby impeding another person's or group's efforts. In particular, knowingly infecting any system with a virus, worm, time bomb, trap door, Trojan horse, or any other kind of invasive program shall be considered a serious violation. Note that violations under this category may also lead to University judicial action or to criminal suits charged by the University.

_____________________________________________________________________________



_____________________________________________________________________________ Inclement Weather In the presence of inclement weather, there are three guidelines related to class cancellation:

1. University Cancels Class: VT campus closings due to inclement weather may be obtained by calling the Weather Hotline, (540) 231-6668; tuning to WVTF-FM 89.1 or 91.9; accessing the VT Twitter feed, twitter.com/vtalerts; or, viewing the VT home page, http://www.vt.edu or University State page, https://vt.edu/status.html. If the university is closed, then we do not have class and I will send the class an email to that effect.

2. Instructor Cancels Class: If the weather is potentially hazardous, and the university is not closed, then I may cancel class myself. If I cancel class, then I will send an email to the class indicating the cancellation no later than 4 pm (although I will try for 12:00 pm) the day of class with the final word regarding whether class will be held.

3. Student Misses Class: If you determine that traveling to campus during inclement weather might be hazardous, then please send me an email indicating that you will not be attending class. Please use your best judgment in making this type of decision – be safe! If you decide not to come to class, based on inclement weather, you are still responsible for any work missed. You can participate in class using Zoom if travel is not an option.

_____________________________________________________________________________ Principles of Community Virginia Tech is a public land-grant university, committed to teaching and learning, research, and outreach to the Commonwealth of Virginia, the nation, and the world community. Learning from the experiences that shape Virginia Tech as an institution, we acknowledge those aspects of our legacy that reflected bias and exclusion. Therefore, we adopt and practice the following principles as fundamental to our on-going efforts to increase access and inclusion and to create a community that nurtures learning and growth for all of its members:

• We affirm the inherent dignity and value of every person and strive to maintain a climate for work and learning based on mutual respect and understanding.

• We affirm the right of each person to express thoughts and opinions freely. We encourage open expression within a climate of civility, sensitivity, and mutual respect.

• We affirm the value of human diversity because it enriches our lives and the University. We acknowledge

and respect our differences while affirming our common humanity.

• We reject all forms of prejudice and discrimination, including those based on age, color, disability, gender, gender identity, gender expression, national origin, political affiliation, race, religion, sexual orientation, and veteran status. We take individual and collective responsibility for helping to eliminate bias and discrimination and for increasing our own understanding of these issues through education, training, and interaction with others.

• We pledge our collective commitment to these principles in the spirit of the Virginia Tech motto of Ut

Prosim (That I May Serve). _____________________________________________________________________________



_____________________________________________________________________________ Religious and Ethnic Holidays From the VT website (https://www.registrar.vt.edu/dates-deadlines/religious-ethnic-holidays.html):

As a publicly funded institution of higher education, Virginia Tech does not officially recognize religious holidays and celebrations. However, as an institution we recognize the importance of such events in the lives of our community members. In the spirit of inclusive excellence and our Principles of Community, faculty, staff, and students are encouraged to be cognizant of major religious and cultural observances when planning courses and campus events and to be sensitive to potential conflicts.

When conflicts do occur, students should notify their instructors in accordance with university policy stated as follows: Consistent with the university’s tradition of religious tolerance, faculty and staff are encouraged to be sensitive to students who wish to observe religious and ethnic holidays. It is the students’ responsibility to request and provide justification for a religious accommodation, preferably during the first two weeks of classes or as soon as the student becomes aware of the need for an accommodation. Faculty should inform students of their willingness to make accommodations for reasonable requests. Faculty members are not required to compromise the academic integrity of the course to accommodate religious practices. Thus, accommodations for religious practices will be determined by the faculty and will be consistent with their attendance policy. The Dean of Students office does not verify absences related to religious and ethnic holidays. For information on University policy please see University Policies for Student Life (UPSL), or the Faculty Handbook.

_____________________________________________________________________________ Communicating with the Instructor All students are welcomed and encouraged to communicate with the instructor on issues relating to the course, grading, and special issues. The best way to contact me is in person: before, during, or after class, or at my office. The second-best way to contact me is via email at [email protected]. If you use email and you do not get a response from me in 48 hours, please email me again (I appreciate the reminders!). ______________________________________________________________________________ Syllabus Change The syllabus is subject to change by the instructor in the event of extenuating circumstances. All changes will be announced in class and provided to students in writing. _____________________________________________________________________________



Tentative Course Calendar

Date Topic Reading for Class Weekly Assignment 1/19

Introduction, Who We Are, Syllabus

None Daily Class Evaluation

1/26

Cognitive Psychology 101 · 2.1 Thorndike (1910) · 2.2 Miller (1956)

Video Explanation In-Class Priming Daily Class Evaluation

2/2

Cognitive Processing · 3.2 Sternberg (1966) · 3.3 Zaromb (2010)


2/9

Working Memory

· 4.1 Baddeley (2012) · 4.2 Atkinson (2020)


2/16

Working Memory Capacity

· 5.1 Lusk et al. (2008) · 5.2 Agarwal et al. (2016)


2/23

Metacognition · 6.1 Flavell (1979) · 6.2 Hargrove (2015)


3/2

Emotions and Learning · 7.1 Immordino-Yang (2007) · 7.2 Cavanaugh (2019)


3/9

TBD J by you · 8.1 TBD · 8.2 TBD


3/16



3/23



3/30



4/6

Spring Break Day 12.1 Whatever you want!

4/13

10 Effects Worth Knowing 10 Things Not to Believe

·13.1 Kirschner (2013) ·13.2 Lyle (2020)


4/20

Instructional Design ·14.1 Patel (2018) ·14.2 Hu (2020)


4/27

Instructional Strategies and Cognition

·15.1 Sanford (1910) ·15.2 McConnell (2017)


5/5

Instructional Strategies and Cognition

·16.1 Frey (2017) ·16.2 Bialowas (2019)


· Oral explanations should be completed on readings with this icon



Course Readings

Note: All course readings are available on the course website once you login.

Readings for Day 1: Introduction and Syllabus None Reading for Day 2: Cognitive Psychology 101 Thorndike, W. (1910). The contribution of psychology to education. Journal of Educational Psychology,

1(1), 5-12. Miller, G. A. (1956). Magical number seven, plus or minus two: Some limits on our capacity for processing

information. Journal of Education Psychology, 63(2), 81-97. Reading for Day 3: Cognitive Processing Sternberg, S. (1966). High-speed scanning in human memory. Science, 153, 652-654. Zaromb, F. M., & Roediger, H. L. (2010). The testing effect in free recall is associated with enhanced

organizational processes. Memory & Cognition, 55(5), 967-980. Reading for Day 4: Working Memory Baddeley, A. (2012). Working memory: Theories, models, and controversies. Annal Review of Psychology,

63(1), 1-29. Atkinson, A., Allens, R., Baddeley, A., Hitch, G., & Waterman, A. (2020). Can valuable information be

prioritized in verbal working memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 6(1), 31-43.

Reading for Day 5: Working Memory Capacity Lusk, D., Evans, A., Jeffrey, T., Palmer, K. Wikstrom, C., & Doolittle, P. (2008). Multimedia learning and

individual differences: Mediating the effects of working memory capacity with segmentation. British Journal of Educational Technology, 40(636-656).

Agarwal, P., Finley, J., Rose, N., & Roediger, H. (2017). Benefits from retrieval practice are greater for

students with lower working memory capacity. Memory, 25(6), 764-771.

Reading for Day 6: Metacognition Flavell, J. (1978). Metacognition and cognitive monitoring. American Psychologist, 34(10), 906-911. Hargrove, R., & Nietfeld, J. (2015). The impact of metacognitive instruction on creative problem solving.

Journal of Experimental Education, 83(3), 291-318.



Reading for Day 7: Emotions and Learning Immordino-Yang, M., & Damasio, A. (2016). We feel, therefore we learn: the relevance of affective and

social neuroscience to education. Mind, Brain, and Education, 1(1), 3-10. Cavanagh, S., Lang, J., Birk, J., Fulwiler, C., & Urry, H. (2019). A multicourse, multisemester

investigation of the impact of cognitive reappraisal and mindfulness instruction on short- and long-term learning in the college classroom. Scholarship of Teaching and Learning in Psychology, First Pub, 1-25.

Reading for Day 8: TBD Reading 1 Reading 2 Reading for Day 9: TBD

Reading 1 Reading 2 Reading for Day 10: TBD Reading 1 Reading 2

Reading for Day 11: TBD

Reading 1 Reading 2

Reading for Day 12: Spring Break Day

Reading for Day 13: 10 Effects Worth Knowing / 10 Things Not to Believe Kirschner, P., & van Merrienboer, J. (2013). Do learners really know best? Urban legends in education.

Educational Psychologist, 48(3), 169-193. Lyle, K., Bego, C., Hopkins, R., Hieb, J., & Ralston, P. (2020). How the amount and spacing of retrieval

practice affect the short- and long-term retention of. mathematics knowledge. Educational Psychology Review, 32, 277-295.



Reading for Day 14: Instructional Design Patel, S., Margolies P., Covell, N., Lipscomb, C, & Dixon, L. (2018). Using instructional design, analyze,

design, develop, implement, and evaluate to develop e-learning modules to disseminate supported employment for community behavioral health treatment programs in New York State. Curriculum, Instruction, and Pedagogy, 6, 1-9.

Hu, C. (2020). Understanding college students’ perceptions of effective teaching. International Journal of

Teaching and Learning in Higher Education, 32(2), 318-328.

Reading for Day 15: Instructional Strategies Sandford, E. (1910). Experimental pedagogy and experimental psychology. Journal of Educational

Psychology, 1(10), 591-595. McConnell, D., Chapman, L., Czajka, C., Jones, J., Ryker, K., & Wiggen, J. (2017). Instructional utility

and learning efficacy of common active learning strategies, Journal of Geoscience Education, 65, 604-625.

Reading for Day 16: Instructional Strategies Frey, N., Fisher, D., & Hattie, J. (2016). Surface, deep, and transfer? Considering the role of content

literacy instruction strategies. Journal of Adolescent & Adult Literacy, 60(5), 567-575. Bialowas, A., & Steimel, S. (2019). Less is more: Use of video to address the problem of teacher

immediacy and presence in online course. International Journal of Teaching and Learning in Higher Education, 31(2), 354-364.


EDEP 6114: COGNITIVE PROCESSES & EDUCATIONAL PRACTICE ORAL EXPLANATIONS

______________________________________________________________________________ Purpose: The purpose of this assignment is to provide students with the opportunity to clarify, communicate and make tangible their understanding of various ideas, concepts, and procedures that arise through reading scholarly articles and chapters ______________________________________________________________________________ Rationale: The rationale for this assignment, in Piagetian terms (see Piaget, 1973; Wadsworth, 1996), is disequilibrium. In most cases, following an exposure to various theories, concepts, and procedures people are generally unsure of their knowledge relative to these theories, concepts, and procedures and how they apply to the world around them. This assignment provides you with the motivation to work with the concepts related to educational practice and to create coherent meanings (Nilson, 2010). Understanding and applying the deep and essential components of cognitive psychology is paramount to creating effective instruction. ______________________________________________________________________________ Format: The Oral Explanations should result in a clear, concise, and coherently organized 3-minute oral explanation. This oral presentation should take the basic form of turning on a video recording device and providing a 3-minute discussion of a particular reading. This 3-minute explanation should include sufficient detail, relative to the reading, to make the concept under discussion clear to someone not familiar with the reading. The content of each oral explanation should reflect your understanding of the reading. If the reading is a research article, and most are, you should address the following components: (a) the problem the reading addresses, (b) the relevant literature as addressed in the reading, (c) the methods used to explore the problem, (d) the results of those methods, and (e) a discussion of the findings and their application. If the reading is not a research article, then you should address the following components: (a) the issue the reading addresses, (b) the main ideas within the reading, and (c) the take home message of the reading. The challenge of the 3-minute oral explanation will be determining how to address the needed components (see above). Obviously, not everything in a 15-page article can be addressed in a 3-minute oral explanation, so focus on the main ideas within the components as concisely as possible. ______________________________________________________________________________ Grading of Research Articles: Each oral explanation is worth 100 pts and graded thusly: 1. Organization 25 pts a. for a research article, are the problem, literature, methods, results, and discussion addressed b. for a non-research article, are the issue, main ideas, and take-home message addressed? c. does the organization flow from introduction, to required components, to conclusion? 2. Clarity of Thought and Expression 25 pts a. are the ideas expressed well, well thought out, and integrated? b. are there clear and logical transitions between ideas/components? c. are correct grammar and syntax used? 3. Essential Content Explanation 50 pts a. does the explanation address the required components? b. does the explanation explain, rather than just list, the elements of the components? c. can the reading be well understood after listening to the explanation? ______________________________________________________________________________


_____________________________________________________________________________ Process: The oral explanations will be submitted using Flipgrid (see flipgrid.com). Flipgrid will allow you to record your oral explanation using the web via a desktop or laptop computer, or your cell phone. The videos that are created will be private and secure, that is, no one will be able to see your video except you and the instructor. In addition, you will not need to sign-up or join flipgrid. You will receive an email from the instructor, via flipgrid, with a link that will take to a page to create your video. Finally, you will receive feedback on your oral explanation via flipgrid and scoring via email. The exact procedure is explained in the Flipgrid for Oral Explanations handout and will be demonstrated in class the first day. ____________________________________ _________________________________________ Pragmatics: 1. Be thoughtful - think before you speak. 2. Be concise - there is a lot to include in a 3-minute explanation. 3. Be creative - as long as the central tenets of the oral explanation are addressed. ______________________________________________________________________________ Timeline: See the Syllabus. ______________________________________________________________________________ References: Bruning, R., Schraw, G., & Norby, M. (2011). Cognitive psychology and instruction (5th ed.). Boston, MA: Pearson. Nilson, L. (2010). Teaching at its best: A research-based resource for college instructors (3rd ed.). San Francisco,

CA: Jossey-Bass. Phillips, D. C. (2000). Constructivism in education: Opinions and second opinions on controversial issues. Chicago,

IL: University of Chicago Press. Piaget, J. (1973). To understand is to invent. New York: Viking. Wadsworth, B. J. (1996). Piaget's theory of cognitive and affective development. New York: Longman. ____________________________________ _________________________________________ Honor Code: The Graduate Honor Code will be strictly enforced on this assignment. Any suspected violations of the Honor Code will be promptly reported to the Honor System. Students are allowed to discuss with other students the nature of this assignment, their understanding of the articles, and the general concepts he or she will be discussing in the oral explanations. Students should not, however, share their completed explanations with other students in the class. Beyond that, the Honor Code’s general principles of cheating, plagiarism, falsification, and sabotage are still applicable (see http://ghs.grads.vt.edu/). ______________________________________________________________________________

Peter E. Doolittle, Virginia Tech Creative Commons Attribution 4.0 International License

EDEP 6114: COGNITIVE PROCESSES & EDUCATIONAL PRACTICE IN-CLASS DAILY PRIMING

______________________________________________________________________________ Purpose: The purpose of this assignment is to provide students with the opportunity to revisit course content extracted from the readings just as class is beginning in order to facilitate in-class meaning making. ______________________________________________________________________________ Rationale: Exposure to and the processing of information – text, images, concepts, and contexts – can positively influence the readiness of associated or related information. This positive influence is termed priming. Priming occurs through the spread of cognitive activation from the original information to the related information and occurs whether the individual is aware of the association, or not. In the case of the In-Class Daily Primings, the questions that students answer at the beginning of the class will be based on concepts from the readings, thus priming the subsequent use of the readings for in-class activities and increased meaning making. ______________________________________________________________________________ Format: The In-Class Daily Priming will consist of one short-response item (e.g., short answer) for each reading and will focus on the main ideas of the reading. The questions will range from basic recognition (e.g., “What does Flavell mean by metacognition?”) to more complex relationships (e.g., “What is the relationship between retrieval and practice?”). These questions will be completed during the first 15 minutes of class using the course website. ______________________________________________________________________________ Grading: Each In-Class Priming is worth 10 points and will be assessed using the following criteria: 1. Clarity of Thought and Expression 5 pts a. Are the ideas coherent and expressed well. b. Are grammar and syntax respected? 2. Delineation of Core Message 5 pts a. Does the response accurately reflect the reading? b. Is the responses meaning at a reasonable depth? ______________________________________________________________________________ Pragmatics: The questions will be straightforward if you have read the article or chapter closely. The questions will focus on main ideas, not small details. The main reason for the questions is to prime your memories of the readings, not to stump you or determine what you do not remember from the texts. Also, several of the readings will address unfamiliar ideas, so deep knowledge of the readings will not be assumed. Finally, you may use the reading itself to help you with your response, but you may not ask another person for help or use the web (i.e., no Google search J ) ______________________________________________________________________________ Honor Code: The Graduate Honor Code will be strictly enforced on this assignment. Any suspected violations of the Honor Code will be promptly reported to the Honor System. Students are allowed to use course readings in completing primings, but no other sources are allowed. Beyond that, the Honor Code general principles of cheating, plagiarism, falsification, and academic sabotage are still applicable (see http://graduateschool.vt.edu /). ______________________________________________________________________________

Peter E. Doolittle, Virginia Tech Creative Commons Attribution 4.0 International License

EDEP 6114: COGNITIVE PROCESSES & EDUCATIONAL PRACTICE POST-CLASS EVALUATIONS

______________________________________________________________________________ Purpose: The Post-Class Evaluation assignment is designed to allow students to reflect on the class and (a) evaluate their current level of understanding of the concepts addressed, (b) assess the effectiveness of the instruction's ability to foster learning, and (c) reflect on their ability to complete an oral explanation. ______________________________________________________________________________ Rationale: The rationale for this assignment is the power of observation and engagement as an instructional strategy. This assignment provides students with the opportunity to (a) reflect on their learning, (b) analyze the teaching in terms of knowledge construction, and (c) construct an evaluation of the learning and teaching. The responses provided on the evaluations will be used to allow the instructor to make changes to the course as the course progresses through the semester – please be forthright. ______________________________________________________________________________ Format: Students will provide a short evaluation of each class of the course. Each student should complete a class evaluation within 48 hours of the completion of each class using the online utility provided on the course web site. Also, all evaluations are anonymous. Student’s completion of the evaluations is stored separately from the evaluation responses themselves. Thus, who-said-what cannot be determined. ______________________________________________________________________________ Grading: Each Class Evaluation is worth 30 pts and will be graded using the following criteria: 1. Coherent Feedback 30 pts a. Were all scale items completed? 10 pts b. Were confusing aspects identified? 10 pts c. Were effective aspects of the instruction identified? 10 pts ______________________________________________________________________________ Timeline: See Syllabus ______________________________________________________________________________ References:

Bandura, A. (1977). Social learning theory. Upper Saddle River, NJ: Prentice-Hall. Chism, N. (1999). Peer review of teaching. Bolton, MA: Anker.

______________________________________________________________________________ Honor Code: The Graduate Honor Code will be strictly enforced on this assignment. Any suspected violations of the Honor Code will be promptly reported to the Honor System. Students are allowed to discuss with other students the nature of this assignment, their understanding of their own observations, and the general concepts he or she will be discussing. Students should not, however, share their completed responses with other students in the class. Beyond that, the Honor Code general principles of cheating, plagiarism, falsification, and academic sabotage are still applicable (see http://graduateschool.vt.edu/). ______________________________________________________________________________

edep 6114: cognitive processes educational practice · 2021. 1. 15. · edep 6114: cognitive...

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