Cyntia Lyon
Behaviorism
Shaping
"Good job", "Way to go", "Perfect"
Reinforcement
Negative
Subtraction, take something away,
it leaves more scars
Positive
Addition, add something
Self-Regulation
Bloom's Taxonomy
Level 4: Analysis
Level 3: Application, apply for a new situation
without coaching by teacher
Level 2: Comprehension, I don't just only
know, but I digested the knowledge
Level 1: Knowledge, recall
Memory Error
Reconstruction
error
All the pieces are there,
but it doesn't make sense
because they're not in the
right order
Failure to retrieve
Knowledge was on the
long-term memory
Failure to store
Imaginary
audience
We are putting people
that don't actually exist
Language
Control
Language
Give orders,
be direct.
"Sit down and
put your paper away"
Informational
Language
More indirect,
give reasons
Expectation
compliance
Brain
Limbic System
(emotional brain)
Amygdala
Emotions such as anger, jealousy,
sadness, joy. Stores and it can
recall emotions from the past.
Hippocampus
Converting short term
into long term memory
Lobes
Occipital lobe
Analyzing and interpreting
visual images
Temporal lobe
Emotional
behavior
Parietal lobe
Discerning bodily
sensations
Frontal Lobe
Memory, voluntary
movements
Scheme vs. Schema
Scheme is a smaller
part of the schema
Teaching
Self Efficacy
Believe that you
can succeed a task
Give sense of
control to the student
so they get motivated
Memory
Memory
Distortion
Misconceptions
in memory
Memory
Illusion
We think something
happened, but it didn't
Imagination
inflation
Tendency of people who, when asked to imagine an event vividly, will sometimes begin to believe, when asked about it later, that the event actually occurred.
Prototypes
Characteristics
Correlating
Defining
How to
choose it?
2. It needs to be in the
child's schema
1. It must have defining
characteristics
Generalizations
vs.
Stereotypes
Stereotypes are not ok.
Genralization is fine.
Undergeneralization
Overgeneralization
Anxiety
Types
Facilitating
perform
better
Debilitating
shut down
Trait
our personality
State
situation
or place or activity
that causes me anxiety
Simple tasks require higher
degrees of anxiety to achieve
ultimate performance
Erikson
8 stages
Trust vs. Mistrust
Autonomy vs. Shame and doubt
Initiative vs. Guilt
Industry vs. Inferiority
Identity vs. Role Confusion
Intimacy vs. Isolation
Generativity vs. Stagnation
Integrity vs. Despair
Constructivism
A theory about the nature of learning that focuses on how humans make meaning from their experiences
Memory
System
Long-term memory
Working memory
it focuses on
what is been taught
Sensory register
all senses
Kohlberg
Preconventional
We obey because there is punishment
or rewards
Conventional
norms or laws
Postconventional
social contract
Desirable
interference
Studying in an accent
Attribution
Theory
Types:
Controllabe/Uncontrollable
Could they have avoided it?
Stable/Unstable
Unstable: the event is not likely
to happen again
Internal/External
Whose fault is it?...
mine or somebody/something else?
When we succeed or fail,
we come up we come up with
a theory of why succeeded or
failed
Personal
Theory
Our explanation
to an event
Learning
Negative
Instance
not bad, just
not related, it does
not fit in
Transfer of
Learning
Negative Tranfer
We bring old knowledge
to new knowledge but it does not help,
because it is not match
Example:
Spanish Speaker
learning English
Positive Transfer
We bring old knowledge
to new knowledge and it does help us
Mental Models
The more we know about something, the simple principles or the basics tend to fade out and it becomes hard for us to explain in plain language.
The more we know about something,
the harder it is to teach
We learn better when we
do it with accents
Illusion of
knowing
"We understand it once,
therefore we understand it fully"
FALSE!!
Experiencing
by ourselves
(experiment)
Re-reading
does not work
Familiarity with texts
is misinterpreted as
mastery
Does not result
in durable memory
Time consuming
Long-term memory
and retaining
Go back and take a
comprehensive
assessments
Knowing the technique
behind something first, then
add more to it
Massed practice vs.
Spaced pactice
Spaced Practice,
Interleaved Practice
and Varied Practice
Cons: requires more
effort
Pros: longer retention,
better mastery, improves
ability to transfer learning from
one situation and apply it
successfully to another
Practice is spaced out,
interleaved with other learning
and varied
Massed practice
Cons: shorter retention
Pros: Rapid gains
Repetitive practice
of one thing at a time
until we've got nailed it
Strategy:
Blind Spot
I know
I know
I DON'T KNOW
I DON'T KNOW
Pay special attention
to this one
I know
I don't know
Testing
effect
How often?
Could create
anxiety and stress
When handled
appropriate, helps
with retention
Repetition
Reflection
Being able to
explain what we learn
in our own words
Learning the content
backwards and
forwards
Evaluating what
I learned
(mirror example)
