Cyntia Lyon

Reflection

Evaluating what
I learned
(mirror example)

Learning the content
backwards and
forwards

Being able to
explain what we learn
in our own words

Repetition

Testing
effect

When handled
appropriate, helps
with retention

Could create
anxiety and stress

How often?

Strategy:
Blind Spot

I know
I don't know

I DON'T KNOW
I DON'T KNOW

Pay special attention
to this one

I know
I know

Massed practice vs.
Spaced pactice

Massed practice

Repetitive practice
of one thing at a time
until we've got nailed it

Pros: Rapid gains

Cons: shorter retention

Spaced Practice,
Interleaved Practice
and Varied Practice

Practice is spaced out,
interleaved with other learning
and varied

Pros: longer retention,
better mastery, improves
ability to transfer learning from
one situation and apply it
successfully to another

Cons: requires more
effort

Knowing the technique
behind something first, then
add more to it

Long-term memory
and retaining

Go back and take a
comprehensive
assessments

Re-reading
does not work

Time consuming

Does not result
in durable memory

Familiarity with texts
is misinterpreted as
mastery

Experiencing
by ourselves
(experiment)

Illusion of
knowing

"We understand it once,
therefore we understand it fully"
FALSE!!

We learn better when we
do it with accents

Mental Models

The more we know about something,
the harder it is to teach

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.

Transfer of
Learning

Positive Transfer

We bring old knowledge
to new knowledge and it does help us

Negative Tranfer

We bring old knowledge
to new knowledge but it does not help,
because it is not match

Example:
Spanish Speaker
learning English

Negative
Instance

not bad, just
not related, it does
not fit in

Our explanation
to an event

When we succeed or fail,
we come up we come up with
a theory of why succeeded or
failed

Types:

Internal/External

Whose fault is it?...
mine or somebody/something else?

Stable/Unstable

Unstable: the event is not likely
to happen again

Controllabe/Uncontrollable

Could they have avoided it?

Studying in an accent

Postconventional

social contract

Conventional

norms or laws

Preconventional

We obey because there is punishment
or rewards

Sensory register

all senses

Working memory

it focuses on
what is been taught

Long-term memory

A theory about the nature of learning that focuses on how humans make meaning from their experiences

Integrity vs. Despair

Generativity vs. Stagnation

Intimacy vs. Isolation

Identity vs. Role Confusion

Industry vs. Inferiority

Initiative vs. Guilt

Autonomy vs. Shame and doubt

Trust vs. Mistrust

Simple tasks require higher
degrees of anxiety to achieve
ultimate performance

Types

State

situation
or place or activity
that causes me anxiety

Trait

our personality

Debilitating

shut down

Facilitating

perform
better

Genralization is fine.

Overgeneralization

Undergeneralization

Stereotypes are not ok.

How to
choose it?

1. It must have defining
characteristics

2. It needs to be in the
child's schema

Characteristics

Defining

Correlating

Memory
Illusion

Types

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.

We think something
happened, but it didn't

Memory
Distortion

Misconceptions
in memory

Give sense of
control to the student
so they get motivated

Self Efficacy

Believe that you
can succeed a task

Scheme is a smaller
part of the schema

Lobes

Frontal Lobe

Memory, voluntary
movements

Parietal lobe

Discerning bodily
sensations

Temporal lobe

Emotional
behavior

Occipital lobe

Analyzing and interpreting
visual images

Limbic System
(emotional brain)

Hippocampus

Converting short term
into long term memory

Amygdala

Emotions such as anger, jealousy,
sadness, joy. Stores and it can
recall emotions from the past.

Informational
Language

More indirect,
give reasons

Control
Language

Give orders,
be direct.
"Sit down and
put your paper away"

We are putting people
that don't actually exist

Failure to store

Failure to retrieve

Knowledge was on the
long-term memory

Reconstruction
error

All the pieces are there,
but it doesn't make sense
because they're not in the
right order

Level 1: Knowledge, recall

Level 2: Comprehension, I don't just only
know, but I digested the knowledge

Level 3: Application, apply for a new situation
without coaching by teacher

Level 4: Analysis

Reinforcement

Positive

Addition, add something

Negative

Subtraction, take something away,
it leaves more scars

Shaping

"Good job", "Way to go", "Perfect"