Class Notes
We recapped what is cognitive.
Cognitive is short term and long term memory. We recapped the information processing model:
In brief:
Sensory Memory (attention) > working memory (processing, makes sense of info, encode to LTM) > LTM
In more detail:
Sensory memory is knowledge briefly in memory.
Then you move to Working Memory, which processes information. It is temporary memory. You categorize and use different methods of remembering.
Rehearse methods were used in the items exercise from last week. Some people repeated what they say. Others chunked the information.
Then you move to Long Term memory.
We reviewed activity when we memorized 19 items, what where the strategies that we used? Rehearsal, chunking, classifying, etc.
Main Class Topics:
Meaningful Learning Theory
Schema Theory
Meaningful Learning Theory
Ausubel is famous for presenting how we organize information.
He would compare and contrast and use prior knowledge.
How do people learn things?
You learn “tree” when you are young. When you get older, you learn about different kinds of trees.
How do we organize to long term?
For example:
A chair has features: 4 legs, place to sit, handles, etc. But I can show you many different chairs. They have the same prototype features, but are different.
Difference in two theories:
Ausubal: more simple theory
Schema: more platonic, problem solving.
Compare the two:
| Ausubel | Schema |
| Simple | Complex |
| How we learn concepts, example tree – trunk, branch, leaves | Script, example a restaurant has roles like a waiter, cashier, customer and props like a table, bill, tip The variance in other restaurants is type of restaurant and location |
| | Recognize pattern |
We broke into groups and created a graphical chart.
Group 1
| Type | Definition | Example |
| Derivative | Anchor ideas | You learn shortcut keys in MS Word. Ctrl+S equals save. Then you build upon that and learn that Ctrl+S also works in other MS applications. |
| Superordinate | Have a foundation of ideas and build on that. Assimilate | A woman already has three skills that will help her learn project management; She know how to balance labor hours, how to budget money, and how to do project tracking. Together these build a foundation for project management |
| Correlative | Elaborate on an anchored idea. Build ideas to meet the goal. | Build an airplane. You need manufacturing and design. |
| Combinational | Multiple concepts come together | Invention of the airplane. Studied the birds, aerodynamics, wind, and physics. This all lead to the airplane invention. |
Group 2
| Type | Example | |
| Derivative | Car brands Hondo, Ford, Chevrolet. Then introduce Pougeaut, a new model | |
| Superordinate | Red, yellow, blue. Then learn the primary colors, which are red, yellow, blue | |
| Correlative | Fruit is the anchor Blueberry, apple, grape. Chocolate could also be categorized with fruit because it comes from the cacao seed, which grows on trees. | |
| Combinational | Writing styles. You can write business, creative, and scientific. They all require grammar, but they are a different kind of writing. | |
Group 3
| Type | Example | |
| Derivative | Cars BMW, Ford, Acura. Then introduce | |
| Superordinate | Car body frame is made of metal. New technology introduced aluminum and fiberglass. Cars are now lighter and safer. | |
| Correlative | Engine technology can include electric, gas, biodiesel, diesel | |
| Combinational | Transportation combines motorcycle, bicycle, cars, skateboard | |
We broke into group again to discuss how to teach
Now that you know the different learning styles, how would you teach them?
| Derivative – shortcut keys Use Advanced Organizer. Relate the Ctrl+S in Word and show how you can use it in Excel. Comparative. Provide a list of shortcut keys for various applications and show the relationship. | Correlative Give students the same kind of cupcake. Give them different decorating ideas and let them decorate the cupcakes. This is progressive teaching. |
| Superordinate Have an example of an electric engine. Have an example of gas. Biodiesel use an example of vegetable oil. Give an example of an auto that uses diesel. | Combinational Take out your hand and hold it like a cup. Pour your imaginary bottle of water in your hand. It will fall through your hand, thus changing its properties. |
Exercise 3
100 years ago an Englishman visited Maya and conducted a mind study. They whispered a story in someone’s ear then told the next person, and so on. How close did the end of the story stay the same as the beginning?
A demonstration;
Kim asked for 7 volunteers.
She had the 7 leave the room.
She planned to have each one return to the room and repeat the story that Kim would tell. Our job was to observe the story tellers.
Kim gave us the written story and we read it.
Then she read us the story two times.
The first student then entered the room.
Kim read her the same story.
Paraphrase: It was about a Korean who had a dream, visited a Korean Monk who interpreted the dream that the man would become king. The man was very excited and built a temple. He later became king.
Kim told the story two times to the first listener.
Then the second student entered the room and the story was told by the first student to the second student.
She said, “It’s a Korean story. I can’t remember his name.
The second student asked questions:
Question: “He asked the Monk to interpret?”
Answer: three rafters.
Question: “Was it a scary dream?”
Answer: I think so.
Question: “Did he have to do anything?”
Answer: “He became kind. He built a temple.”
The third student came in and the second student told the third student the story.
I guess this is a Korean fairy tale. He has a dream with rafters and fruit. He goes to a monk for interpretation. The monk says you will be king. So he left and built a temple.
The fourth student enters the room and the third student told the story.
It’s a Korean fairy tale. A man had a dream with a wild kind of fruit. He went to a monk and described the dream in detail. The monk said you will become king.
The fifth student enters the room and the fourth student told the story.
It’s a Korean fairy tale. A man had a wild dream about fruit. This guy went to a monk and recounted the dream in detail. The monk told him he would be king.
The sixth student enters the room and the fifth student told the story.
I am going to tell a story that is a Korean fairy tale about a man who likes fruit. The man wants to become king. That’s all I remember.
The seventh the student enters the room and the sixth student told the story.
I’m going to tell you a Korean folk tale about a man who likes fruit and wants to become king. And that’s it.
The class discussed had a lot of good laughs and discussed what was lost and what was remembered.
The first thing that happened was the name was lost. He became a “man” because his name was Korean it was not easy to remember. The temple name, also Korean, was not used as well. Again not memorable information.
AS attributes got lost, ideas were lost.
When you have no schema, you sometimes create a new schema.
When you don’t have an anchor, ideas get lost, like the Korean names, thrashing clothes, etc.
Would the first student have remembered better with physical cues?
The first student commented, “I was so hung up with remembering the name that I couldn’t remember it.”
The seventh student said, ‘I expected to hear more of the story.”
AS the story gets shorter, then people will start to embellish.
Schema theory is a script. You generate theory in your own way.
We took 5 minutes to read the story again.
Kim then asked, “How will you organize your schema to re-tell the story?”
Ken volunteered to re-tell the story.
“There was a king who had a dream. He wasn’t a king yet and it was a horrible dream. He went to a monk and said, “I saw roosters crowing and thrashing clothes.”
The monk said, “The rooster is a metaphor for greatness. The thrashing clothes are a sign of welcoming. The falling mirror is something bad. The rafter that fell on your shoulder is Chinese calligraphy for King. The man became king and built a temple and had the monk take care of the temple.”
Conclusion from the story exercise/Observations
The names didn’t appear – cultural items that never were mentioned.
Story unfamiliar
Actions lost, then attributes lost
No strong schema, hard, need to create new schema
Schema wasn’t activated
Give the learner material, let them think about it, let them generate their own story, using the schema scrip. The teacher fills in the gaps.
Everybody brings their own culture and experience.
Our mind is active, structuring and re-structuring, changing, moving. It activates on prior knowledge.
Think about how you might teach a large class with people with different cultural backgrounds, different languages. How would you use schema theory.
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