Education Psychology Chapter 5

Learning Defined

• Learning is a change in behaviour or understanding that lasts over time due to experience.

Novice vs Experts

• Cognition: Change between states of knowledge
  • Novices notice patterns and information related to a topic.
  • Novices have integrated knowledge (not isolated facts) about a subject.
  • Novices use relevant knowledge efficiently in familiar situations.
  • Experts are usually not able to teach others about the topic.
• Behaviour: Change in rate or frequency of behaviour
  • Beginners notice features and meaningful information.
  • Beginners possess familiarity with the topic.
  • Beginners integrate knowledge into useful application (not just isolated facts).
  • Beginners effectively retrieve relevant information with little effort.
  • Beginners apply the learned knowledge/understanding in familiar, as well as new situations.

Lecture 2: Engagement

• There are three types of engagement:
  • Behavioural
  • Emotional
  • Cognitive

Levels Of Engagement

• Authentic Engagement: Embracing expectations, outcomes, and activities as personally beneficial. Desire to exceed requirements, pride in work.
• Ritual Engagement: Adhering to demands and expectations; little perceived value/significance in the material or task.
• Passive Engagement: Completing the minimum task; avoids negative attention and ensures acceptable results. Little attention to detail.
• Retreatant Engagement: Non-compliance with procedures/expectations; minimal effort; disinterest in curricular goals.
• Rebellious Engagement: Challenging rules/pedagogy and seeking alternatives such as cheating.

Types Of Motivation

• Extrinsic Motivation: Motivation to gain a reward or avoid a punishment. -Limits of Extrinsic Motivation: Reinforcement loses effectiveness as the learner becomes accustomed to the task.

Unsustainable

• Futile: paid group stopped solving puzzles after the experiment ended.

Intrinsic Motivation

• Intrinsic learners initiate and guide their own learning.
• The inherent satisfaction of doing an activity, rather than the consequence.

Types Of Reinforcement

• Positive Reinforcement: Behaviour is repeated because something desirable is added.
• Negative Reinforcement: Behaviour is repeated because something undesirable or unpleasant is removed.

Operant Conditioning

• Operant Conditioning: Learning method using rewards and punishments to modify behaviors

• Positive Punishment: Something undesirable is added to decrease the likelihood of a behaviour.

• Negative Punishment: Something desirable is removed to decrease the likelihood of a behaviour.

• Positive Reinforcement: Something desirable is added to increase the likelihood of a behaviour.

• Negative Reinforcement: Something undesirable is removed to increase the likelihood of a behaviour.

Flow

• Flow requires activities with clear goals, timely feedback, and a balance between challenge and skill.

Self-Efficacy Theory

• Not too much or too little, but slightly above true capacity. People are motivated by beliefs in their ability to reach a specific goal.

Encoding

• Encoding is the act of getting information into the memory system through automatic or effortful processing.

Cognitive Overload

• Cognitive overload occurs when the information or demands on working memory exceed the capacity of the brain to process.

Schemas

• Schemas are categories of knowledge that help interpret and understand the world.
• Schema affects memory through guiding attention and interpreting new information by providing relevant prior knowledge.

Forgetting Curve

• Most forgetting happens within an hour.

Mnemonics

• Mnemonics are memory aids that help make material more accessible and meaningful.

The Method Of Loci

• The Method of Loci is a memory strategy using mental visualization to recall information.

Law Of Exercise

• Practice strengthens responses and strengthens connections, while lack of practice weakens connections.

Intermittent Practice

• Intermittent practice involves repeating lessons or topics in short, temporary periods.

Massed and Spaced

• Spacing effect: Information spaced over time is recalled more effectively.
• This applies to different settings and disciplines.

Curriculum Definition

• Curriculum is the set of subjects that students learn, intended learning outcomes that the school is responsible for, as well as the totality of learning experiences.
• Curriculum covers general skills and knowledge.

Types Of Curriculum

• Planned Curriculum: Intended goals, guidelines, objectives.
• Enacted Curriculum: Implementation of knowledge.
• Learned Curriculum: Interaction with content.

Types of Knowledge

• Declarative Knowledge: Knowing about something. Includes facts and concepts.
• Procedural Knowledge: Knowing how to do something. Includes skills, procedures, and strategies.
• Conditional Knowledge: Knowing when to use knowledge. Includes rules, consequences, and expectations.

Purpose Of Curriculum

• Perennialism: Focuses on certain enduring truths and lasting knowledge.

Essentialism

• Focuses on practical skills and knowledge beneficial for daily life.

Progressivism

• Focuses on engaging and interesting content.

Hidden Curriculum

• The implicit curriculum taught in schools, including values, behaviors, and lessons that are sometimes not taught explicitly.
• Lessons, values, and behaviors often not explicitly taught.

Null Curriculum

• Objectives or skills not taught, either intentionally or unintentionally.

Assessment

• Assessment gathers evidence of student learning. -Focuses on what students know/can do, as well as difficulty areas. -Helps teachers identify strengths and weaknesses to provide personalized feedback.
• Evaluation assigns a value to student learning.
  -Focuses on making a judgement on the effectiveness of a program or individual's performance. -It helps to provide support and inform strategic decisions/policy development.

Assessment vs Evaluation

• Assessment evaluates student learning outcomes.
• Evaluation assesses effectiveness of a program or individual's performance.

Norm-referenced Assessment

• Focuses on comparisons among students.
• Uses the bell curve.

Criterion-referenced Assessment

• Focuses on judging against specific criteria.

Backward Design

• Curriculum: Identifying desired results.
• Assessment: Determining evidence for acceptable results.
• Instruction: Planning curriculum and instruction

Sequencing

• Sequencing: The process of organizing information in a logical order.

Direct Instruction

• Transmissive instruction of knowledge to learners; minimal learner participation.

Elaboration Theory

• Moving from simple to complex learning

Scaffolding

• Providing support while students learn new concepts.

Zone Of Proximal Development

• Students must step outside their comfort zone, risk and step into the learning anxiety zone to gain confidence.

Bloom's Taxonomy

• Bloom's Taxonomy: Hierarchical model of cognitive complexity.

Spiral Curriculum

• Revisiting topics with increasing complexity.

Discovery Learning

• Students construct meaning, integrating prior knowledge and experience, and using dialogical learning.

Mastery Learning

• Focus on mastering content before moving on..
• Achieving a critical level of knowledge or competency before progressing.

Maslow Over Bloom

• Self actualization - the desire to become the best version of oneself.
• Other needs must be met before self actualization can be addressed.

School Connectedness

• Extent of student acceptance, value, and support.

Universal Design

• Materials must be useful and easily accessible to everyone.
• Principles: Different ways of representation, engagement, and expression.

Educational Architecture

• The physical environment shapes students and vice versa.

Space Impacts

• Space impacts curriculum attainment, engagement, attendance, and well-being.

User Centered Design

• Learner-centered designs, focus on the learners and use safe and functional materials in a psychologically appealing environment.

One Idea In 5 Minutes:

• Visual brainstorming to foster creativity.

Vertical Non-permanent Surfaces

• One marker per group to avoid disruption/noise.
• Teamwork/Collaboration.

Asynchronous/Synchronous Learning Spaces

• Asynchronous learning spaces allow for flexibility and access during any time.

Constructivism

• New information is adapted to existing schemas.

Monological Interactions

• Teacher-centered conversation.

Dialogical Learning

• An answer that generates a new question.

Initiation-Response-Feedback

• Teacher initiates a question; students respond, reflecting on the topic and knowledge learned
• Teacher follows up with questions, fostering dialogue and understanding.

Fixed and Growth Mindset

• Growth Mindset: Ability improves with effort.
• Fixed Mindset: Abilities are inborn traits.

Neuroplasticity

• The brain’s ability to change and adapt.

Heutagogy

• Self-determined learning, building on andragogy and pedagogy, focusing on the learner's initiative.

Double Loop Learning

• Deep analysis of assumptions, beliefs, and goals.
• Change in methods to improve results.

Holistic Processing

• Processing information as a whole, recognizing patterns.

Unlearning

• The conscious effort to revise thought patterns, beliefs, and knowledge previously held as true.

SMART Goals

• Goals that are Specific, Measurable, Achievable, Relevant, and Time-based.

Expectancy Value Theory

• Motivation depends on perceived success probability and value of the task.
• Students are more motivated by tasks perceived as valuable and possessing the potential for success.

Self-Determination Theory

• Motivation fostered by feelings of competence, relatedness, and autonomy.

Diagnostic Assessment

• Norm-referenced assessment that compares a student's work to other students.
• Criterion-referenced assessment that evaluates students' performance against established criteria.

Generative AI

• Potentially suitable for mastery learning, as AI can provide tailored, personalized instruction.

Mastery learning

• Students achieve a high level of competence or proficiency in a topic before moving on to the next topic.

Spiral curriculum

• Revisits topics with increasing complexity over time.

Flow

• The feeling of being immersed in and focused on a task, often with clarity of goals, positive feedback, and a balance of challenge and skill.