cognitive theory: powerful tools for educators? hal online mar 2, 2010 hal online mar 2, 2010
TRANSCRIPT
Cognitive Theory: Powerful Tools for Educators?
Cognitive Theory: Powerful Tools for Educators?
HAL Online
Mar 2, 2010
HAL Online
Mar 2, 2010
Goals for Topic 8: Understanding Children’s Thinking
Goals for Topic 8: Understanding Children’s Thinking
1. To better understand relationships and differences among cognitive science, brain science and sociocultural theory; to be able to discuss these views in terms of tools they provide for educators.
2. To use ideas from cognitive science to analyze the problem solving of learners and to better understand and improve your own problem solving.
3. To understand and be able to discuss some important relationships between problem solving and learning.
4. To enhance your awareness of how it feels to be a naive learner; to be able to take a learner's perspective and empathize with a learner's struggle to understand.
1. To better understand relationships and differences among cognitive science, brain science and sociocultural theory; to be able to discuss these views in terms of tools they provide for educators.
2. To use ideas from cognitive science to analyze the problem solving of learners and to better understand and improve your own problem solving.
3. To understand and be able to discuss some important relationships between problem solving and learning.
4. To enhance your awareness of how it feels to be a naive learner; to be able to take a learner's perspective and empathize with a learner's struggle to understand.
Goals for Topic 8: Understanding Children’s Thinking
Goals for Topic 8: Understanding Children’s Thinking
1. To better understand relationships and differences among cognitive science, brain science and sociocultural theory; to be able to discuss these views in terms of tools they provide for educators.
1. To better understand relationships and differences among cognitive science, brain science and sociocultural theory; to be able to discuss these views in terms of tools they provide for educators.
Course PerspectivesCourse Perspectives
Social (Sociocultural) Lecture, instructional method
Brain Science Blakemore & Firth Text
Cognitive Halpern Text
Social (Sociocultural) Lecture, instructional method
Brain Science Blakemore & Firth Text
Cognitive Halpern Text
Long Term MemoryPrior Knowledge: Ideas,
Beliefs,Skills . . .
Cognitive Effort
SensesEyesEarsEtc.
Focuses Attention
ConstructsKnowledge
Information . . . Information . . . Information . . . Information . . .
Cognitive Theory
Working Memory
Example Cognitive Theory: PiagetExample Cognitive Theory: Piaget
Active prior knowledge (schemas): Interprets incoming experience
If experience consistent with known: Assimilation
If experience challenges known: cognitive dissonance reflection accommodation (old schemas change)
Active prior knowledge (schemas): Interprets incoming experience
If experience consistent with known: Assimilation
If experience challenges known: cognitive dissonance reflection accommodation (old schemas change)
Cognitive Theory:What Controls Learning?
Cognitive Theory:What Controls Learning?
Learning Environment Teacher, instructional design features, etc.
Other Stuff Intelligences, habits of mind, cultural background,
situational variables, opportunities to learn Learner
Metacognitive “self-regulation” Strategies for self-motivation, memory, etc.
Reflection
Learning Environment Teacher, instructional design features, etc.
Other Stuff Intelligences, habits of mind, cultural background,
situational variables, opportunities to learn Learner
Metacognitive “self-regulation” Strategies for self-motivation, memory, etc.
Reflection
Cognitive Science MetaphorsCognitive Science Metaphors
Information Processing Mind like computer
Active knowledge construction Effortful meaning making Successful learning is schematic, organized Abstract knowledge transfers to life
Justification for most school disciplines
Information Processing Mind like computer
Active knowledge construction Effortful meaning making Successful learning is schematic, organized Abstract knowledge transfers to life
Justification for most school disciplines
Misconceptions About Cognitive Science
Misconceptions About Cognitive Science
Myth: Advocates direct Instruction (versus) active learning environments
Truth: ALL learning effortful, active; may (or may not) occur during lecture or hands-on activity
Myth: Advocates direct Instruction (versus) active learning environments
Truth: ALL learning effortful, active; may (or may not) occur during lecture or hands-on activity
Social Learning Environment:Discourse . . . Tasks . . . Activities . . . Illustrations. . .Learning Tools . . .
Guidance . . . Norms
Effort After
Meaning
SensesEyesEarsEtc.
FocusesAttention
ConstructKnowledge
Prior KnowledgeIdeas, Beliefs
Skills . . .
Sociocultural + Cognitive
HAL OnlineHAL Online
How does this course try to model a blended socio-cultural, cognitive and brain-based approach?
How does this course try to model a blended socio-cultural, cognitive and brain-based approach?
The Towers ProblemThe Towers Problem
You have two colors of stacking cubes available with which to build towers. Your task is to make as many different looking towers as is possible, each exactly four cubes high. A tower always points up, with the little knob on top. Solve the problem inductively with your group, then:
1. Convince yourself and others that you have found all possible towers four cubes high and that you have no duplicates.
2. Represent your solution to share with the class.3. Devise a formula that would enable you to solve the problem for
towers of 2 colors and any height (advanced: with any number of colors and any height)
You have two colors of stacking cubes available with which to build towers. Your task is to make as many different looking towers as is possible, each exactly four cubes high. A tower always points up, with the little knob on top. Solve the problem inductively with your group, then:
1. Convince yourself and others that you have found all possible towers four cubes high and that you have no duplicates.
2. Represent your solution to share with the class.3. Devise a formula that would enable you to solve the problem for
towers of 2 colors and any height (advanced: with any number of colors and any height)
After ExerciseAfter Exercise
Any member of your group should be able to: Explain an inductive strategy for solving the 2-
color/4 tall towers problem and be able to convince others the solution is correct.
Explain a general formula for the 2-color towers problem that works for towers of any height
Using your work on the towers problem, explain the relationship between deductive and inductive reasoning.
Any member of your group should be able to: Explain an inductive strategy for solving the 2-
color/4 tall towers problem and be able to convince others the solution is correct.
Explain a general formula for the 2-color towers problem that works for towers of any height
Using your work on the towers problem, explain the relationship between deductive and inductive reasoning.
Things to considerThings to consider
Expert blind spots Inductive versus deductive reasoning Math anxiety Should peer mentors provide answers?
Expert blind spots Inductive versus deductive reasoning Math anxiety Should peer mentors provide answers?