We reviewed some of the Maps that people created.
The maps had all different forms, some were very detailed and some were more sparse. The more you use the mind mapping tools the more proficient you will get at it.
Sensory memory: .05 seconds, working memory 30 seconds- if you rehearse or encode you will remember more and convert to long term memory.
Episodic- Story, Procedural- how to do something, semantic-
The behaviorist don’t explain the learning theory completely, that is why cognitive theory and constructivist are needed as well.
Recognition Memory game. The group split into two teams. One team left the room. The other team had 30 second to look at a box of twenty items. Then they had to write down everything they saw. Then the other team came in and did the same thing. This team was told that the items were things that she found.
We discussed the different techniques for how each of us remembered the items. Some used rehearsal, others encoding, others could not identify how.
The next exercise the class did was the classic gossip game. One person was told a story, then each person told the next person in order. The discussion centered around how our minds recall different pieces of the story based on our cultural backgrounds and experiences. The English as a second language was also a factor. One group had visual cues to remind them of the facts. This team remembered more of the facts. The foreign names were the first to go.
Key points:
Visual aides increased retention.
The most important information should be communcated first.
Unfamiliar words nd names are the first to go.
Thursday, February 21, 2008
Fourth Class Session - Teaching Theories: Behaviorism. 02/14/08.
We discuss about teaching new behaviors.
Shaping, changing, and fading theories used in the readings and homework assignments, and the key behavioral theorist: Skinner, Pavlov and Watson.
How do you strengthen or weaken behaviors? How do you set goals, determinate reinforcing methods, select one procedure (Shaping, changing or fading), and how do you implement and evaluate them?
- Response-stimulus (behavior/selection/individuo).
- Reinforcement and discriminate stimuli.
- Conditional reinforcement (follow an action).
- Consequence as an action.
- Punishment as a negative reinforcement.
- Behavior frequency.
We concluded the video with the creation of his “Teaching Machine”.
We had almost the same conclusions on our behavioral plans:
- Computer reminders.
- Rewards as positive reinforcement.
- Computer lockouts as negative reinforcement.
- Fading strategies.
- Evaluation.
“Free writing is like brainstorming” Walter said.
Thursday, February 14, 2008
Fooling around with Freemind mapping software
I used Freemind mapping tool, a free software to draw this map. There are other software like Inspiration (you have to buy, there is a 30 day trial version) or Cmap (free)
Sunday, February 10, 2008
Third Class Session - Learning Theory
Every class session someone is to enter a blog summary of the course (like this entry).
To post an entry to the blog go to: http://itec800sfsu.blogspot.com/
Log on ID and Password are in iLearn.
Everyone is to pick a date and enter it on the Wiki in iLearn.
The link to the Wiki for this is located in the information for the first day of the class: Class Blogging Schedule (Thursday)
A recommended Wiki is wetpaint. I have personally looked at several and this one is very good.
The "Millineum generation" learns differently. This is important for how knowing how this generation learns. The Millineum Generation are those born in the mid-eighties and later (after the Baby boomers and Gen X).
Learning Theory is about how people perform.
Here are the principle learning theories that we will cover in this class:
Behavorism - behavioral perspective
Constructionism - constructive learning perspective - The learner constructs their own knowledge.
Cognitive Theory - cognitive perspective
There is also Social Interaction as a learning theory - we learn through interaction with others.
The class broke into groups with the assignment to design a day long (8 hours) training for a group from Japan who want to experience San Francisco.
All groups decided on a tour of San Francisco, covering educational and historical historical sites
To post an entry to the blog go to: http://itec800sfsu.blogspot.com/
Log on ID and Password are in iLearn.
Everyone is to pick a date and enter it on the Wiki in iLearn.
The link to the Wiki for this is located in the information for the first day of the class: Class Blogging Schedule (Thursday)
A recommended Wiki is wetpaint. I have personally looked at several and this one is very good.
The "Millineum generation" learns differently. This is important for how knowing how this generation learns. The Millineum Generation are those born in the mid-eighties and later (after the Baby boomers and Gen X).
Learning Theory is about how people perform.
Here are the principle learning theories that we will cover in this class:
Behavorism - behavioral perspective
Constructionism - constructive learning perspective - The learner constructs their own knowledge.
Cognitive Theory - cognitive perspective
There is also Social Interaction as a learning theory - we learn through interaction with others.
The class broke into groups with the assignment to design a day long (8 hours) training for a group from Japan who want to experience San Francisco.
All groups decided on a tour of San Francisco, covering educational and historical historical sites
Thursday, January 24, 2008
First Class - Thursday, January 24th, 2008
Blog for all students so they can review what went on in class each week.
Beware! The blog when editing accepts formatting but ultimately when posted does not do well with bullets and sub-bullets USE NUMBERS INSTEAD...
First half of class
I. Discovered 5 similarities about a partner
Second half of class.
What is your definition for learning...
Acquisition of
Reviewed Powerpoint Introduction Course
Education is not filling of pail but lighting of a fire
Dales Cone of Experience
10% Reading (only 10% effective w/ remembering)
20% Hearing
50% Viewing images watching videos
70% Attending exhibits or watching demonstrations
90% Engagement teaching skill Participate
Is knowledge?...
Class is like puzzle solving.
Moral of story: READ AHEAD OF CLASS DIGEST INDIVIDUALLY so we can better learn and discuss in class.
Beware! The blog when editing accepts formatting but ultimately when posted does not do well with bullets and sub-bullets USE NUMBERS INSTEAD...
First half of class
I. Discovered 5 similarities about a partner
- attempted to find one similarity with two groups (4 people)
- Learned techniques for aiding short term memory through an exercise
- if something random associated with someones first name difficult to remember
- if tag an animal name beginning with same letter or some other pre-known aspect it is easier to remember. Linking to a preknown memory is associating
- attempted with second half of group of linking first letter of name to first letter of a fruit and it was much easier to remember
- timeline should show the education techniques/discoveries/theories AND
- your own timeline to parallel this to help you and other people better associate it with the above timeline
- cartoon was shown
- family members at different times shown
- timeline for games/gaming shown
- you need to add your ideas for new learning developments in the 1990s and 2000s
- 1990s www, email...
- 2000s blogs, wikis, social networking...
Second half of class.
What is your definition for learning...
Acquisition of
- new skills
- new knowledge
- new behavior
- discovery
Reviewed Powerpoint Introduction Course
Education is not filling of pail but lighting of a fire
Dales Cone of Experience
10% Reading (only 10% effective w/ remembering)
20% Hearing
50% Viewing images watching videos
70% Attending exhibits or watching demonstrations
90% Engagement teaching skill Participate
Is knowledge?...
- received - behaviorism
- acquired - cognitism
- generated/constructed - constructivism
Class is like puzzle solving.
- Handed out a test to half the group with a Crytoquips and told them for several minutes to perform it individually.
- Other half was told to work in groups to solve the Cryogram.
- The individuals half were then asked to work in groups
- The individuals groups solved it first
Moral of story: READ AHEAD OF CLASS DIGEST INDIVIDUALLY so we can better learn and discuss in class.
Tuesday, December 4, 2007
Four Learning Styles
Kim started off with Vgotsky and Bruner’s Interactive Theory. Lev Vgotsky especially developed the idea that learning involves community, or that social interaction leads to learning. This was likened to the old-world apprenticeship that has been the primary method people have learned up until the advent of structured, classroom instruction. From here she went on to explore the styles of learning or different intelligences. Howard Gardener has written expensively, and developed this idea. Piaget was responsible for the Theory of Cognitive Development and this was further explored in Jerome Bruner’s learning styles. He is famous for his Spiral Curriculum. This is continued integration of past learning subjects into new material up through the grade levels. This is the basis of Bruner’s learning nomenclature: Inactive, Iconic, and Symbolic. Inactive = The young child who can lead you to the closet but can’t tell you how to get here. Muscle and body memory of a place or event. Iconic = That same child can now draw a map from the living room to the closet and understands what representation of the map for the actual house, closet, etc. Symbolic = The comprehension that sounds and written marks mean words and numbers which have a meaning and value.
Thinking styles or cognitive styles are not identical with learning styles, but they are closely related, and this point was explored in class on 11/28. The four basic styles: the imaginative learner, the analytic learner, dynamic learner and common sense learner were illustrated in the student's project, which was one of the highlights of the evening. It was great to see Bruce Lee, one of my favorite Americans, characterizing the imaginative style. It was interesting that Carlos had mentioned martial arts in his response to the Chinese poem. Regardless of the context, I always enjoy poetry in class.
The four learning styles are not to be taken as absolute or inflexible. Learning styles are totally modifiable, where thinking styles are less modifiable and more closely related to central personality traits. Kolb's four learning styles are illustrated in the characters of Bruce Lee, the Officer who interrogated Humphrey Bogart, Peter Falk as Colombo, and Marlon Brando as the Godfather. These four characters personify each of the four thinking styles. My understanding is that each character's learning style is influenced by their thinking style. Basically, this particular style of thinker will learn most through this particular style of learning. As the imaginative learner, Bruce Lee is the diverger. He instructs his student to kick him. The student tries, but not correctly. But as the student understands that, when you point at the moon, the focus is not on your finger, he searches his imagination for meaning in Lee's lesson. Then he understands the kick. Colombo, the analytic learner, focuses on the facts: the finger print on the coin, and the time that the parking meter was in operation. He is the assimilator. He wants to find out "what." The Officer, who interrogates Bogart, wants information. He's interested in "how." He is the converger. For him, it is common sense to presume that the local American barkeeper might have some anti-Nazi acquaintances. The Godfather isn't asking any questions, he makes you an offer you can't refuse. He's a dynamic learner, the accommodator. He is a doer and a risk taker. He acts on his senses.
As one of the other people composing this Blog, I wanted ot not think too much about how I ranked my responses. I didn’t want to skew my response by over analyzing my responses, so I did the questionnaire quickly and let the indicators flow. As it turned out, not so surprisingly, that I am a Diverger. I could see this very clearly, but I don’t feel I am so creative as to have been able to have had a career in marketing, advertising or graphic artistry. I don’t’ know how this fits together, but it feel absolutely natural. (Genovefa Pinnick)
We went through some comparative break-down on the thinking of Bruner, Piaget and Vygotsky. We summarized some of the details of Vygotsky's zone of proximal development, the gap between that which has been learned and that which has not yet been learned; Piaget's three types of knowledge- Physical, Logical-Mathematical and Social and four stages of cognitive development- Sensorimotor age 1 yr., Preoperational 3-7 yrs., Concrete Operational 7-11 yrs. and Formal Operational beyond 11 yrs.; and Bruner's three modes of cognitive representation: Enactive, Iconic, and Symbolic.
The interpretations of the poem brought out the variety of thinking styles in the class, as did the Identifying Your Learning-Style Type exercise. Once I finally figured out my data point, I learned that I am an analytic learner, the Assimilator. I did not particularly enjoy traditional school though, which is one Assimilator trait.
As an example of how is was for me to actually arrive at all 36 rank numbers, I found myself questioning whether I am somewhat less a questioning or logical learner, and just how receptive I am in relation to how impartial. It was required that I have some extended time for me to prioritize all these characteristics. I finished the exercise at home. I was at times fascinated by the numerological formula used to compute the mean scale scores. It felt strange to rank in the negative integers; I scored minus four on my AE-RO.
Sterling Clark
Thinking styles or cognitive styles are not identical with learning styles, but they are closely related, and this point was explored in class on 11/28. The four basic styles: the imaginative learner, the analytic learner, dynamic learner and common sense learner were illustrated in the student's project, which was one of the highlights of the evening. It was great to see Bruce Lee, one of my favorite Americans, characterizing the imaginative style. It was interesting that Carlos had mentioned martial arts in his response to the Chinese poem. Regardless of the context, I always enjoy poetry in class.
The four learning styles are not to be taken as absolute or inflexible. Learning styles are totally modifiable, where thinking styles are less modifiable and more closely related to central personality traits. Kolb's four learning styles are illustrated in the characters of Bruce Lee, the Officer who interrogated Humphrey Bogart, Peter Falk as Colombo, and Marlon Brando as the Godfather. These four characters personify each of the four thinking styles. My understanding is that each character's learning style is influenced by their thinking style. Basically, this particular style of thinker will learn most through this particular style of learning. As the imaginative learner, Bruce Lee is the diverger. He instructs his student to kick him. The student tries, but not correctly. But as the student understands that, when you point at the moon, the focus is not on your finger, he searches his imagination for meaning in Lee's lesson. Then he understands the kick. Colombo, the analytic learner, focuses on the facts: the finger print on the coin, and the time that the parking meter was in operation. He is the assimilator. He wants to find out "what." The Officer, who interrogates Bogart, wants information. He's interested in "how." He is the converger. For him, it is common sense to presume that the local American barkeeper might have some anti-Nazi acquaintances. The Godfather isn't asking any questions, he makes you an offer you can't refuse. He's a dynamic learner, the accommodator. He is a doer and a risk taker. He acts on his senses.
As one of the other people composing this Blog, I wanted ot not think too much about how I ranked my responses. I didn’t want to skew my response by over analyzing my responses, so I did the questionnaire quickly and let the indicators flow. As it turned out, not so surprisingly, that I am a Diverger. I could see this very clearly, but I don’t feel I am so creative as to have been able to have had a career in marketing, advertising or graphic artistry. I don’t’ know how this fits together, but it feel absolutely natural. (Genovefa Pinnick)
We went through some comparative break-down on the thinking of Bruner, Piaget and Vygotsky. We summarized some of the details of Vygotsky's zone of proximal development, the gap between that which has been learned and that which has not yet been learned; Piaget's three types of knowledge- Physical, Logical-Mathematical and Social and four stages of cognitive development- Sensorimotor age 1 yr., Preoperational 3-7 yrs., Concrete Operational 7-11 yrs. and Formal Operational beyond 11 yrs.; and Bruner's three modes of cognitive representation: Enactive, Iconic, and Symbolic.
The interpretations of the poem brought out the variety of thinking styles in the class, as did the Identifying Your Learning-Style Type exercise. Once I finally figured out my data point, I learned that I am an analytic learner, the Assimilator. I did not particularly enjoy traditional school though, which is one Assimilator trait.
As an example of how is was for me to actually arrive at all 36 rank numbers, I found myself questioning whether I am somewhat less a questioning or logical learner, and just how receptive I am in relation to how impartial. It was required that I have some extended time for me to prioritize all these characteristics. I finished the exercise at home. I was at times fascinated by the numerological formula used to compute the mean scale scores. It felt strange to rank in the negative integers; I scored minus four on my AE-RO.
Sterling Clark
Sunday, December 2, 2007
Kermit & The Keyboard
ITEC 800
November 29, 2007
Midterm:
Questions (multiple choice) are based on bloggers’ weekly questions.
The class will take the midterm next week, Dec 6.
Final:
Final presentation for next week, Dec 6: Judy, David, Ricardo
Last class will be on Dec 13: Remaining presentations
Need to post your topic on iLearn.
Share learning plan with class.
You will list rational of why you are presenting content in the decided format.
You can give examples of theory.
You can work with partner, but need to confirm with Kim.
Review Chapter 7:
Jerome Bruner
From Russia – focus on individual
Cognitive development
Spiral curriculum: progressive learning that asks that content becomes more complex and difficult as you progress through.
“Kermit and the Keyboard” (page 261)
We were given 5 minutes to read in class.
Lev S. Vygotsky
Also Russian who died of TB at age 38.
Main ideas:
Child’s cognitive development does not occur in a social vacuum.
Ability to think and reason is the result of social process.
Child’s development appears twice:
Social
Psychological
Question posed: How do you tap into the abilities of “GATE” kids who are asked to help/tutor lower level kids?
Response: Homogenous and heterogeneous groups.
Issue with kids being held back by kids who aren’t able to keep up. This is a component on why parents are concerned with putting them in public schools.
Ultimately, it is less of an instructional issue, and an emphasis on home support – teaching parents on the importance of attendance.
A solution is to encourage child to find something to get excited about to motivate mother to take child to school.
Scaffolding and the zone of proximal development
Scaffolding – role played by parents, teachers, and others by which children aquire their knowledge and skills (Wood et al., 1976)
The more familiar the child becomes, the less support (scaffolding) they will need – they will be able to do it for themselves.
Two senses of internalized cognitive skills remain social:
Matures learns can scaffold themselves through difficult tasks
Cognitive expertise is culturally determined (cognitive potential is universal).
Zone Proximal Development (ZPD) – coined by Vygotsky refers to the “level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers … what children can do with the assistance of others might be in some sense even more indicative of their mental development than what they can do alone.” (1978)
Back to “Kermit” story:
What level is Kermit at?
Three Modes of Representation:
Enactive – references a “mode of representing past events through appropriate motor responses.”
Iconic – perceiver can “summarize events by selective organization of percepts and of images.”
Symbolic – “as symbol system which represents things by design features that include remoteness and arbitrariness.”
Video learning styles:
Imaginative learners
Analytic learners
Common sense learners
Dynamic learners
BREAK
Kolb’s Learning Styles:
Abstract Conceptualization > (Perceive) > Concrete Experience
People perceive information differently.
Acting v. Watching
Concrete Experience
Act
Watch
Imaginative
Dynamic
Common sense
Analytic
Abstract Conceptualization
Imaginative (AKA Diverges)
Perceive information concretely and process it reflectively.
Seek the relevancy or "why" of a situation.
Seek meaning.
Need to be involved personally.
Learn by listening and sharing ideas.
Interested in people and culture.
Believe in their own experience.
Function through social interaction.
Analytical (AKA Assimlator)
Perceive information abstractly and process it reflectively.
What is there to know?
Seek facts.
Need to know what the experts think.
Learn by thinking through ideas.
Less interested in people than ideas and concepts.
Enjoy traditional classrooms.
Function by adapting to experts
Convergers (AKA Common Sensors)
Perceive information abstractly and process it actively.
How does it work?
Seek usability.
Need to know how things work.
Learn by testing theories in ways that seem sensible.
Enjoy solving problems and resent being given answers.
Function through inferences drawn from sensory experience.
Dynamic (Accommodators)
Perceive information concretely and process it actively. Anything that encourages independent, self discovery
Seek hidden possibilities.
Need to know what can be done with things.
Learn by trial and error.
Likes variety and flexibility.
Risk takers.
Function by acting and testing experience.
Classroom Activity: Ranking the type of learner you are:
Accommodator
Diverger
Converger
Assimilator
Received “Multiple Intelligence” hand out.
Read Chapter 8: Motivational Learning
Topic of midterm:
Gagne’s Learning Theory
Three learning theory
Gagne’s Nine
November 29, 2007
Midterm:
Questions (multiple choice) are based on bloggers’ weekly questions.
The class will take the midterm next week, Dec 6.
Final:
Final presentation for next week, Dec 6: Judy, David, Ricardo
Last class will be on Dec 13: Remaining presentations
Need to post your topic on iLearn.
Share learning plan with class.
You will list rational of why you are presenting content in the decided format.
You can give examples of theory.
You can work with partner, but need to confirm with Kim.
Review Chapter 7:
Jerome Bruner
From Russia – focus on individual
Cognitive development
Spiral curriculum: progressive learning that asks that content becomes more complex and difficult as you progress through.
“Kermit and the Keyboard” (page 261)
We were given 5 minutes to read in class.
Lev S. Vygotsky
Also Russian who died of TB at age 38.
Main ideas:
Child’s cognitive development does not occur in a social vacuum.
Ability to think and reason is the result of social process.
Child’s development appears twice:
Social
Psychological
Question posed: How do you tap into the abilities of “GATE” kids who are asked to help/tutor lower level kids?
Response: Homogenous and heterogeneous groups.
Issue with kids being held back by kids who aren’t able to keep up. This is a component on why parents are concerned with putting them in public schools.
Ultimately, it is less of an instructional issue, and an emphasis on home support – teaching parents on the importance of attendance.
A solution is to encourage child to find something to get excited about to motivate mother to take child to school.
Scaffolding and the zone of proximal development
Scaffolding – role played by parents, teachers, and others by which children aquire their knowledge and skills (Wood et al., 1976)
The more familiar the child becomes, the less support (scaffolding) they will need – they will be able to do it for themselves.
Two senses of internalized cognitive skills remain social:
Matures learns can scaffold themselves through difficult tasks
Cognitive expertise is culturally determined (cognitive potential is universal).
Zone Proximal Development (ZPD) – coined by Vygotsky refers to the “level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers … what children can do with the assistance of others might be in some sense even more indicative of their mental development than what they can do alone.” (1978)
Back to “Kermit” story:
What level is Kermit at?
Three Modes of Representation:
Enactive – references a “mode of representing past events through appropriate motor responses.”
Iconic – perceiver can “summarize events by selective organization of percepts and of images.”
Symbolic – “as symbol system which represents things by design features that include remoteness and arbitrariness.”
Video learning styles:
Imaginative learners
Analytic learners
Common sense learners
Dynamic learners
BREAK
Kolb’s Learning Styles:
Abstract Conceptualization > (Perceive) > Concrete Experience
People perceive information differently.
Acting v. Watching
Concrete Experience
Act
Watch
Imaginative
Dynamic
Common sense
Analytic
Abstract Conceptualization
Imaginative (AKA Diverges)
Perceive information concretely and process it reflectively.
Seek the relevancy or "why" of a situation.
Seek meaning.
Need to be involved personally.
Learn by listening and sharing ideas.
Interested in people and culture.
Believe in their own experience.
Function through social interaction.
Analytical (AKA Assimlator)
Perceive information abstractly and process it reflectively.
What is there to know?
Seek facts.
Need to know what the experts think.
Learn by thinking through ideas.
Less interested in people than ideas and concepts.
Enjoy traditional classrooms.
Function by adapting to experts
Convergers (AKA Common Sensors)
Perceive information abstractly and process it actively.
How does it work?
Seek usability.
Need to know how things work.
Learn by testing theories in ways that seem sensible.
Enjoy solving problems and resent being given answers.
Function through inferences drawn from sensory experience.
Dynamic (Accommodators)
Perceive information concretely and process it actively. Anything that encourages independent, self discovery
Seek hidden possibilities.
Need to know what can be done with things.
Learn by trial and error.
Likes variety and flexibility.
Risk takers.
Function by acting and testing experience.
Classroom Activity: Ranking the type of learner you are:
Accommodator
Diverger
Converger
Assimilator
Received “Multiple Intelligence” hand out.
Read Chapter 8: Motivational Learning
Topic of midterm:
Gagne’s Learning Theory
Three learning theory
Gagne’s Nine
Thursday, November 15, 2007
Shimmies, Circles, and lifts. OH MY! (Tuesday Class)
SHALOM! Class began with with the last two presentations from last week's assignment.
Genna’s Presentation
She started off by shaking her hips to get our attention.
Her presentation was about Middle Eastern Dance
This is a group participation lesson. So she had everyone in class stand up and do the following:
She started with several members of the class have a basic conversation in Hebrew.
She taught the following:
Next week is Thanksgiving break. Class will not be held.
Final Project Information
Genna’s Presentation
She started off by shaking her hips to get our attention.
Her presentation was about Middle Eastern Dance
This is a group participation lesson. So she had everyone in class stand up and do the following:
- Shimmy - sing the shoulder and hips;
- Undulations - using hands, arms, abdomen;
- Circles - using the rib cage, hips;
- Lifts - using hips, rib cage; and
- Locks - using abdominal, hip, and shoulders
She started with several members of the class have a basic conversation in Hebrew.
She taught the following:
- The Hebrew Alphabet
- How to say basic Hebrew phrases
Next week is Thanksgiving break. Class will not be held.
Final Project Information
- Create a proposal for your project due ASAP. Professor Forman will review this and give feedback on it. Then start your project.
- You can have a summary of at least 3 theories. Then develop a lesson plan or an example of each learning theory.
- You can develop an actual curriculum.
- Explain what you are doing and also why. What is the purpose?
- You can create a video, web page, or some sort of print material.
- If you are doing a video
- Explain the learning theory
- Do an example
- Reiterate the learning theory
- After going over 3 learning theories maybe end with now can you tell me what the 3 learning theories are?
- Behavior, Constructivist, Cognitive Information Processing
- Maybe pin point certain people and their theories.
- We will have a quiz when we come back from break.
- The quiz will be of questions on the wiki as well as some basic important facts.
- The quiz will take about 30mins without notes
- It will consist of true and false questions as well as short answers.
November 15, 2007 (Notes)
(This is our note for November 15, 2007)
Collaborative Learning is a form of constructivism (ex., Wiki)
JEAN PIAGET
Jean Piaget is a Swiss constructivist who formulated the stages of cognitive development. He wrote in French and collected so much data that he himself could not see the pattern. We later used his data.
He looked at:
Physical knowledge (exists in the environment, something that we can see),
Mathematical-logical knowledge (cannot see, reasoning)
Social knowledge (culturally determined)
Assimilation:
-- You already have a schema and you bring in the new information
-- always sucking something when put in the mouth
Accommodation:
-- You have to change your knowledge because it does not fit with your schema (happens when you travel to a place with a different culture).
-- Kids have a “sucking” schema. When you give them a spoon, they cannot “suck.” They have to accommodate by learning something new.
SEAMORE PAVLOV
1930’s: Seamore Pavlov said that children need to learn through experience (ex., playing). At that time people thought that kids should be taught computer programming because it has intuitive values. However, he thought that it is silly to teach kids computer programming.
Logo, an artificial language, was developed for constructive learning.
VIDEO
Jean Piaget says that baby have an innate ability to learn since birth. His theory assumes we have the desire to learn through our environment. Young kids show a lot of awareness (really?).
Example of Driving A Car
You have a schema: Video Games, Bicycling, or through observation.
You don’t have a schema for a stick shift. Hence, you develop a sense of non-equilibrium. You have to accommodate to learn how to use the unknown factor—stick shift. After you have learned how to drive, you are on your way back to the state of
equilibrium! The state of equilibrium creates a desire to learn more from the world!
Sensory Motor (action stage: sucking, touching)
-- at the end of the stage they will realize that symbols can be used to represent objects
-- profoundly egocentric because they don’t know that they are separate from their surrounding
Pre-Operational
-- children are still egocentric
-- cannot think of more than one features at the same time
-- is influenced by what they see
-- conservation: something remains the same even though it has been transformed into something else with a different appearance.
Concrete Operational (General Symbolic Function means knowing how to use symbols)
-- age 7-11
-- egocentrism decrease dramatically
-- can do subtraction
-- conservation is obtained
-- object must be present in order to think
¬Formal Operational
-- highest level of thinking
-- abstract thoughts
GROUP WORK
FACT ONLY BE MEMORIZED. To create a “use question,” say “show me an example”. To create a “find question,” say “conduct a research.”
1.) Fact-based question. At what stage kids acquire the conservation of numbers? Pre-Operational (2-7 years old)
2.) Concept-based question. Why participation is central to Piaget’s theory? We need to be able to constructive our own knowledge.
3.) Fact-based question. At stage 3 what a child will be able to do?
FINAL PROJECT DISCUSSION
Select the format (print, video, website, PowerPoint). Content should come from Itec 800, not from somewhere else. Summarize different learning theories (talk about reinforcement). Synthesize. Come up with your own learning theory. Demonstrate highest level of understanding of material. Provide examples.
Or develop curriculum material based on the learning theory that you have understood.
She’ll make up a forum for you to propose what your project will be.
Two people can work on one project!
End of Class.
Collaborative Learning is a form of constructivism (ex., Wiki)
JEAN PIAGET
Jean Piaget is a Swiss constructivist who formulated the stages of cognitive development. He wrote in French and collected so much data that he himself could not see the pattern. We later used his data.
He looked at:
Physical knowledge (exists in the environment, something that we can see),
Mathematical-logical knowledge (cannot see, reasoning)
Social knowledge (culturally determined)
Assimilation:
-- You already have a schema and you bring in the new information
-- always sucking something when put in the mouth
Accommodation:
-- You have to change your knowledge because it does not fit with your schema (happens when you travel to a place with a different culture).
-- Kids have a “sucking” schema. When you give them a spoon, they cannot “suck.” They have to accommodate by learning something new.
SEAMORE PAVLOV
1930’s: Seamore Pavlov said that children need to learn through experience (ex., playing). At that time people thought that kids should be taught computer programming because it has intuitive values. However, he thought that it is silly to teach kids computer programming.
Logo, an artificial language, was developed for constructive learning.
VIDEO
Jean Piaget says that baby have an innate ability to learn since birth. His theory assumes we have the desire to learn through our environment. Young kids show a lot of awareness (really?).
Example of Driving A Car
You have a schema: Video Games, Bicycling, or through observation.
You don’t have a schema for a stick shift. Hence, you develop a sense of non-equilibrium. You have to accommodate to learn how to use the unknown factor—stick shift. After you have learned how to drive, you are on your way back to the state of
equilibrium! The state of equilibrium creates a desire to learn more from the world!
Sensory Motor (action stage: sucking, touching)
-- at the end of the stage they will realize that symbols can be used to represent objects
-- profoundly egocentric because they don’t know that they are separate from their surrounding
Pre-Operational
-- children are still egocentric
-- cannot think of more than one features at the same time
-- is influenced by what they see
-- conservation: something remains the same even though it has been transformed into something else with a different appearance.
Concrete Operational (General Symbolic Function means knowing how to use symbols)
-- age 7-11
-- egocentrism decrease dramatically
-- can do subtraction
-- conservation is obtained
-- object must be present in order to think
¬Formal Operational
-- highest level of thinking
-- abstract thoughts
GROUP WORK
FACT ONLY BE MEMORIZED. To create a “use question,” say “show me an example”. To create a “find question,” say “conduct a research.”
1.) Fact-based question. At what stage kids acquire the conservation of numbers? Pre-Operational (2-7 years old)
2.) Concept-based question. Why participation is central to Piaget’s theory? We need to be able to constructive our own knowledge.
3.) Fact-based question. At stage 3 what a child will be able to do?
FINAL PROJECT DISCUSSION
Select the format (print, video, website, PowerPoint). Content should come from Itec 800, not from somewhere else. Summarize different learning theories (talk about reinforcement). Synthesize. Come up with your own learning theory. Demonstrate highest level of understanding of material. Provide examples.
Or develop curriculum material based on the learning theory that you have understood.
She’ll make up a forum for you to propose what your project will be.
Two people can work on one project!
End of Class.
Notes for November 8 (Thursday)
For November 8th's class, there was a brief review on Cagne and Merrill in the beginning portion of the class then we went into our demonstrations for our lesson plans based upon Cagne's Nine Events of Instruction.
Regarding the review on Cagne, Kim went over his history and basically introduced brought out what kind of individual he was -- this provided clearer insight as to how and why he thought the way he did. One of his works brought up in particular was five major categories of learning outcomes that are (1) verbal information, (2) intellectual skills, (3) cognitive strategies, (4) attitudes, and (5) motor skills.
Since our homework assignment already dealt with Cagne's other influential model of the Nine Events of Instruction, we went straight into an introduction of one of Cagne's students: David Merrill. Merrill came up with what is called the Component Display Theory, which basically utilizes a table cross-referencing content (fact, concept, procedure, process, and principle) with levels of performance (remember, use, and find). Once the table is filled out, an instructional designer can then use this to determine focused instructional micro-strategy.
After the lecture portion we then went into demonstrating our lesson plans based upon Cagne’s Nine Events.
Melissa went up first demonstrating on how to make a sushi roll. This was done through giving pairs of participants the ingredients of her sushi recipe and following her lead as she put it together. This was a really well received lesson since some of us did not get a chance to eat lunch that day!
David presented on how to “gown up” in a biochemical facility through the use of pictures up on the projector and talking us through the process step by step.
Brian showed the class on how to fold a shirt in five seconds or less. This was done in the similar fashion as Melissa’s lesson by giving the class materials and by following his lead.
Judy presented the proper way to have a child’s diaper changed as the way it is done at her workplace. The diaper-changing portion was demonstrated on stuffed animals to represent the child-to-be-changed and the child interaction was reenacted through role-playing with David as a crying baby. David was very convincing on his part.
Jeff showed us how to connect a game system to a television / projector through the physical demonstration taken step by along with a participant (Ricardo) to replicate his instructions.
Taylor taught us what ‘live cds’ were by running or operating them on a computer and showing the various features and uses on the display.
Dennis went over the proper running form by simply showing a physical demonstration of him running in the proper manner in front of the classroom.
Christina did a lesson on polyrhythmic patterns by having the class participate and copy what she did. Per her request, since I have posted an audio recording of her session here if anyone wants to hear it.
Ricardo went over a ‘Know, What, and Learned’ model that he uses to determine what instructional strategy to use. This was shown by drawing a diagram in front of the class and taking us step by step through the process.
Mei Ling did a lesson on how to create a Magic 34 Square by demonstrating up front on the white board and then having the class follow through the use of worksheets.
Kurt went over the differences between art that is avant-garde and art that is defined as realist. He went over the definitions of each, showed pictures of examples, then tested the class by holding up a postcards with a certain type of art on it and asked what those pieces represented.
Lance taught basic Japanese greetings for different parts of the day. The words and pronunciations were shown with a picture identifying the time of day for the first portion then printed sheets of the same words and pictures were handed out as flash card for the class to practice in pairs with. After a few minutes of practicing, the class was tested by having them say the greeting corresponding to the picture being held up.
Hong To went over an algebra lesson in solving travel problems by writing on the white board and taking the class step by step through the process.
In the end, we did not get a chance to see everyone’s presentations so we are to continue on the next class session…
Regarding the review on Cagne, Kim went over his history and basically introduced brought out what kind of individual he was -- this provided clearer insight as to how and why he thought the way he did. One of his works brought up in particular was five major categories of learning outcomes that are (1) verbal information, (2) intellectual skills, (3) cognitive strategies, (4) attitudes, and (5) motor skills.
Since our homework assignment already dealt with Cagne's other influential model of the Nine Events of Instruction, we went straight into an introduction of one of Cagne's students: David Merrill. Merrill came up with what is called the Component Display Theory, which basically utilizes a table cross-referencing content (fact, concept, procedure, process, and principle) with levels of performance (remember, use, and find). Once the table is filled out, an instructional designer can then use this to determine focused instructional micro-strategy.
After the lecture portion we then went into demonstrating our lesson plans based upon Cagne’s Nine Events.
Melissa went up first demonstrating on how to make a sushi roll. This was done through giving pairs of participants the ingredients of her sushi recipe and following her lead as she put it together. This was a really well received lesson since some of us did not get a chance to eat lunch that day!
David presented on how to “gown up” in a biochemical facility through the use of pictures up on the projector and talking us through the process step by step.
Brian showed the class on how to fold a shirt in five seconds or less. This was done in the similar fashion as Melissa’s lesson by giving the class materials and by following his lead.
Judy presented the proper way to have a child’s diaper changed as the way it is done at her workplace. The diaper-changing portion was demonstrated on stuffed animals to represent the child-to-be-changed and the child interaction was reenacted through role-playing with David as a crying baby. David was very convincing on his part.
Jeff showed us how to connect a game system to a television / projector through the physical demonstration taken step by along with a participant (Ricardo) to replicate his instructions.
Taylor taught us what ‘live cds’ were by running or operating them on a computer and showing the various features and uses on the display.
Dennis went over the proper running form by simply showing a physical demonstration of him running in the proper manner in front of the classroom.
Christina did a lesson on polyrhythmic patterns by having the class participate and copy what she did. Per her request, since I have posted an audio recording of her session here if anyone wants to hear it.
Ricardo went over a ‘Know, What, and Learned’ model that he uses to determine what instructional strategy to use. This was shown by drawing a diagram in front of the class and taking us step by step through the process.
Mei Ling did a lesson on how to create a Magic 34 Square by demonstrating up front on the white board and then having the class follow through the use of worksheets.
Kurt went over the differences between art that is avant-garde and art that is defined as realist. He went over the definitions of each, showed pictures of examples, then tested the class by holding up a postcards with a certain type of art on it and asked what those pieces represented.
Lance taught basic Japanese greetings for different parts of the day. The words and pronunciations were shown with a picture identifying the time of day for the first portion then printed sheets of the same words and pictures were handed out as flash card for the class to practice in pairs with. After a few minutes of practicing, the class was tested by having them say the greeting corresponding to the picture being held up.
Hong To went over an algebra lesson in solving travel problems by writing on the white board and taking the class step by step through the process.
In the end, we did not get a chance to see everyone’s presentations so we are to continue on the next class session…
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