EDP 304: Educational PsychologyDr. D., Ms. Horne, & Ms.

Morton

Exploring the nature of

intuitionGet out laptops:Log into MOODLE site:Go to: “Me too! Introduction to Blink”What did you find interesting about the introductory chapter?

WHAT IS

EDUCATIONAL PSYCHOLOGY?

Educational Psychology is a discipline concerned with the psychology of teaching and learning. Scholars in the field apply methods and theories of psychology in formal (i.e. school) and informal (i.e. home, community, work) settings. As such, the theories from the field represent the core of teachers’ professional knowledge base and concepts from educational psychology compose the language of professional educators.

MISSION TO LEAD AND SERVE

“Being a leader in education means learning how to bring together a diverse set of constituents to deal with complex problems.”

How might you be involved in education?Teacher

Grade Level Leader / Dept. Area Chair

Parent

School Partner

Voter

What are some of the professional dispositions of educators?

How do we resolve some of the conflicting views in education?

Objectives and Agenda:

blink introduction Me Too! (results)What themes do we see?Why might our theories about winning have been similar to / distinct from the professional gamblers?

Review SyllabusExpectations for Class Participation / Annotating Expectations for ReflectionsExpectations for Case StudiesFinal Projects

Recap from Last Week

Introduction to Information Processing Theory

How will class participation be assessed?

Quick Writes0= You did not come to class

1= You came to class, but it’s pretty clear you did not complete the reading (either text or blink)

2= You came to class, it’s clear you completed the readings, but something in your response was incorrect / incomplete. (Partial Understanding)

3 = You are on track to master these concepts / ideas.

blink formative-quizzes4-7 question quizzes that bridge blink with the text

0= You did not come to class

1= You got less than 20% of the questions correct

2= You got between 20-50% of the questions correct

3= You got more than 50% of the questions correct

Teaching and Parenting Concerns

Teaching

Theme 1: How do I know if students are learning?

Theme 2: How do I help them learn?

Theme 3: How do modify my instruction to meet students’ needs?

Theme 4: How do I manage student motivation?

Theme 5: How will I manage “problems” in the classroom?

Parenting

Theme 1: How do I help my child become self-motivated?

Theme 2: What do I do if my child has a problem? (at school / with friends)

Theme 3: How can I effectively discipline my child?

Recap: Last Week’s Quick Write

Learning Is:Ongoing / Active

Acquiring / Accumulating

Changing / Adapting

Seeing Connections

Received from Outside

Someone else teaches you

Experiment / Practice

Trying to Understand

Looking for Patterns

Insight / Knowledge

Process

Knowing Is:Already Stored; Mastered

Previously Received

Exists; You can “see” it

“Fact” / Proved

Beyond a Doubt / Confident

Already Understood

Freely Recalled

From Experiences

You Tested Your Theory

Can Use/Apply

Passive

Sequence: Learning => Knowing; “aftermath”Learning comes through experience, knowing can occur

because you were told or you observed.

How did We Learn?By Doing (Gambler)

By Trial and Error

By Guess and Check / Making a Theory & Testing it Out

Is there an advantage to being ‘in control,’ learning first hand?

By Observing (Observer)Taking Notes / Keeping Track

Take the Gambler’s Perspective

Is there an advantage to being systematic?

By Reflecting (Both Gambler and Observer)On the Outcome (Wins/Losses)

On Patterns / Similarities

On Our Theory (Was it effective?)

What to we want to know by the end of the class?

How do my students/people learn?How can I learn / recall better?

How does learning differ? How can I differentiate?What are the processes / stages?

Conscious / Unconscious?

How can I motivate my students/people? Make learning enjoyable?

What techniques maximize learning?

How do I know if my students have learned?

How can I help my students want to learn?

How is this important for industry? Parenting?

Module 18: Comprehension CheckAccording to Woolfolk, the cognitive approach suggests the most important element in the

learning process is:

1. The extent to which teachers present material clearly.

2. The ability level of the students.

3. The influence of external events.

4. The previous experiences individuals bring to new learning situations.

Answer Now !

Jan 19: Get Ready for Class!

Log onto MOODLEPick up Clicker

Download & Open Cog Sci Concept List

Download & Open Handouts for Today’s Class

Download & Open Reflection Guidelines & Rubric

Reminders and AnnouncementsConserve batteries (formative blink quiz at the end!)

.pdf files are now editable (concept list is also in word format)

Modules 18-20 and blink intro & CH1 on MOODLE

Elluminate: Virtual and ‘Real’ office hours

Quick Recap: Jan. 14Reviewed the Syllabus & Expectations

Information Processing ModelSensory MemoryWorking Memory

Bottom-Up vs. Top-Down Processing

Schema TheoryLong Term Memory

How do these relate to blink? How do these relate to the gambling game?What is intuition? First impressions?

Reflection #1 (Posted on the Q & A Discussion Forum)

Module 1: Comprehension CheckPeterson & Comeaux (1989) one of the essential tasks for “professional teachers” committed to

becoming experts is:

1. Rely on personal experiences as the primary means to grown and shape teaching experiences.

2. Maintain consistent content and pedagogy practices from year to year.

3. Use research to understand and improve teaching.

4. View expertise as rigid and fixed; rely on ‘best practices.’

Answer Now !

Module 18: Comprehension CheckAccording to Ashcraft (2002), cognitive

psychologists assume:

1. Mental processes exist.

2. Mental processes can be studied scientifically.

3. Humans are active participants in their own acts of cognition.

4. All of the above.

Answer Now !

Module 18: Comprehension CheckThe capacity and duration of sensory memory

is:

1. Small and retains information for a very short time.

2. Small and retains information for a very long time.

3. Large and retains information for a very short time.

4. Large and retains information for a very long time.

Answer Now !

Examples of Top Down v. Bottom Up Processing

“Dr. D.’s stupid human tricks!”

(apologies to David Letterman

&

Miss Hannah Davis Bauer)

Do you know what this is a picture of? 1= Yes, 2= No

Do you know what this is a picture of? 1= Yes, 2= No

Do you know what this is a picture of? 1= Yes, 2= No

Do you know what this is a picture of? 1= Yes, 2= No

Do you know what this is a picture of? 1= Yes, 2= No

Connecting I.P.T. with Blink

How do these relate to what happened with the Kouros?

Short -Term Memory?Working Memory?

How do these relate to the gambling game?Short-Term Memory?Working Memory?

From and I.P.T. perspective, what is intuition?

Quick write: Comprehension Check

Go to MOODLE

Find the link for today’s quick write:

What did you learn today about the difference between top down and bottom up processing?

Formative blink Quiz

HW for Jan. 21, 2010:Reflection #1 (on Intro*) Due – Posted to the Q&A Discussion Board

Use text Modules 18-20 to analyze the introduction

Think Focused and ‘Micro’:Only need 1-2 concepts from text

Only need to really delve into one example from blink

Read blink: Chapter 1 (posted on MOODLE)

Read Module 20

On Jan 26: blink Me Too!Disappointed to see: “I didn’t read it…”

Jan 21.: Get Ready for Class

Log onto MOODLEPick up Clicker

Open Cog Sci Concept List (.pdf)

Download & Open Handouts for Today’s Class

Respond to blink Ch1: Me Too!

Reminders and AnnouncementsConserve batteries (formative blink quiz at the end!)

Once you have downloaded .pdf, turn wireless airport OFF

Office Hours tomorrow: begin at 11:15am

Quick Recap: Jan. 19Working Memory: Information Processing Model

Bottom-Up vs. Top-Down Processing

Long Term MemorySchema Theory

Reflection #1 (Posted on the Q & A Discussion Forum)

Schema TheoryNature of ExpertisePriming and Spread ActivationBlink mini-quiz!

LTM Structure of Knowledge: Schemas

Knowledge organized into “webs/maps” of information.

Maps/Webs Serve as Lens(+) Direct Attention, Identify Relevant Information, Interpret Ambiguity(-) Old structures are resistant to change; “Invested” in existing schemas; Tied to “affective” experiences

Two processing systems: Sympathetic and our Parasympathetic

Sympathetic: Activated in Fight or Flight Situations

Employs Top-Down approach; Unconscious

Parasympathetic: Conscious Processing System

It is alongside and subject to your Sympathetic

Can modify the frameworks that will be employed

‘Novice’ Self-Schema

‘Expert’ Self-Schema

‘Developing Expertise’

Dr. D. calls these: “Pseudo” Experts

Development of ExpertiseContent (# of nodes) in a mapCohesion (# of links) in a mapOrganization (# of core nodes; refinement of links; procedural/conditional links; structure imposed)

Experts vs. Novices (Module 1 - Expert Teachers)

Experts have elaborate structures organized around “central” or “underlying” principles (This organization around underlying principles really distinguished the expert from a “pseudo-expert” / student developing expertise)Experts have extensive conditional knowledge and as a consequence take more time to identify and understand problems as well as recognize patternsNovice schemas may have misconceptions

LTM Structure of Knowledge: Schemas

How does processing differ depending on your level of

expertise?How would you characterize the information processing of Gottman in the love lab?

How would you characterize the information processing of Gladwell in the love lab?

How does Gottman’s expertise affect his processing?

Asking ‘Good’ Questions

What if all you have is bottom up processing?

(i.e. you know you are not an expert!)

Priming and the ‘Spread’ Information

Spread Activation Controlling Recall and Recognition (via “Prime”)Controlling the Acquisition of New Knowledge

Teaching to a PrototypeActivating Misconceptions and Teaching via Negative Case

Expertise Lies on a Continuum

Expert or Developing Expertise?

How do you know when you are an expert?...

Applying Schema Theory to Understand Teaching

How does schema theory inform us about the nature of stereotypes?

How does schema theory inform us about the nature of expertise?

Nature of “Knowing”Defining Intuition (Cognitive Science Perspective):

Making a judgment off a framework that cannot be articulated; result of top down processing

Reflect lack of knowledge (stereotype) vs. expertise?

Result of belief structure (moral framework) vs. years of reasoning?

Why care about the accuracy of our intuition?“Teaching is all about judgment…. Situated judgment.” M. Frank Pajares Teachers carry beliefs / values into the classroom

Formative blink Quiz

HW for Jan. 26, 2009:Module 29

Module 6 (p.80-84)

On Jan. 26: The Nature of the ‘Self’

Quick Write and Mini-Quiz…. Love Lab

Bedroom Experiment

Surgeons