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an interdisciplinary science of learning, based on research in psychology, education, computer science, philosophy, sociology, anthropology, neuroscience, and other fields that study learning; in other chapters like working memory, role of cognitive load, schemas, experts vs. novices, thinking and reasoning, metacognition, how knowledge transfers

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learning sciences

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acquired and applied in the real world of scientists and mathmaticians and writers

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no matter their focus, all knowledge workers in the learning sciences are interested in how deep knowledge in subjects like science, math, and literacy is actually

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what it takes for deep learning to occur with traditional classroom practices that have dominated schooling in many countries for decades (table on 357)

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Sawyer's Cambridge Handbook of Learning Sciences contrasts

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1)experts have deep conceptual knowledge 2) learning comes from learner 3) schools must create effective learning environments 4) prior knowledge is key 5)reflection is necessary to develop deep conceptual knowledge

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basic assumptions of learning sciences although there are varying perspectives

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have deep understanding that allows them to put their knowledge into action and apply and modify it to fit each situation; not just learning facts; helps problem finding and solving

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1) experts deep conceptual knowledge

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learning is more than receiving and processing info transmitted by teachers or texts; students must actively participate in their own personal construction of knowledge; we are inventors not copy machines

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learning comes from the learner

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school should create environments where students are active in constructing their own deep understandings so can reason about real world problems and transfer learning from school to lives beyond school walls

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school must create effective learning environments

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students come into classrooms with knowledge and beliefs about how world works; some right, wrong, or partial; so need to begin teaching with what they know so that its more than just the test and can apply it to beliefs about world

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prior knowledge is key

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students need to express and perform knowledge through writing, conversations, drawings, projects, skits, portfolios, reports, etc; performance not enough; need to reflect thoughtfully to analyze their work and progress

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relfection is necessary to develop deep conceptual knowledge

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new theme in cognitive and learning sciences; theory stating that cognitive processes develop from real-time, goal-directed interactions between humans and their Environment; way we thinking about and represent info reflects the fact we need to interact with the world

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embodied cognition

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world

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what develops cognitively depends on our sensorimotor engagement with the

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primary, but the body needs the mind to successfully interact in the world

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in this view the BODY, not the mind, is

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Piaget's idea on thinking emerges early on from infant's sensorimotor interaction ; our sense and motor responses central to how we thinking instead of simple conduits for outside world sounds and images

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this is similar to

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mind

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have to understand how our physical body interacts with the world in order to understand our

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mind is sevring the body to succeed like driving in traffic or doing puzzle AND

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appears humans are capable of both real-time,situation by situation, adaptive everychanging interactions where the

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the body-brain control system is serving the mind like in using images or analogies to learn a new language

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abstract thinking using symbols and representations developed in earlier times to solve current problems where

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critical ; Wilson suggests the takeover by mind (mentally representing and manipulating what is distant in time and space) may been one of driving forces behind runaway train of human intelligence that separated use from other hominids

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humans ability to mentally represent and manipulate symbols that aren't present in real time is

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constructive

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these fundamental assumptions of the learning sciences and embodied cognition all lead to the conclusion that thinking is

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true; another example with ethan and kate at grocery store and learning about geography, math, problem solving, vocabulary that's all being co constructed

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Chelsea used what she knows and what the situation provides to construct meaning and to act like not to talk to strangers when she heard the intercom talk to her and thought it was a grown up wall

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make meaning, both on their own like Chelsea and in the interaction with others like Ethan

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constructivist theories of learning focus on how people

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view that emphasizes the active role of the learner in building understanding and making sense of info ; used by philosphers, curriculum designers, psychologists, educators, and others ; Glaserfield calls vast and wooly area in contemprory psychology, epistemology and education

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constructivism

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piaget, vgotsky, gestalt psychologists, Bartlett, bruner,rogoff; philosophy of john dewey and work in anthropology of jean lave

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constructivist perspective are grounded in research of

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true

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there is NO ONE constructivist theory of learning

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1) learners are active in constructing their own knowledge 2) social interactions are important in this knowledge construction process

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2 central ideas of most constructivist theories

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very different things (ed psy, science and math, anthropology, computer based ed)

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even though many psychologists and educators use the term constructivism they mean

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psychological and social construction

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two forms of constructivism

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individuals use info, resources, and even help from others to build and improve their mental models and problem solving strategies (central idea 1)

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psychological focus on how

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increasing our abilities to participate with others in activities that are meaningful in culture (Central idea 2)

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social constructivists view learning as

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true; concerned with how individuals build up certain elements of their cognitive and emotional appearance

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many psychological theories include some kind of constructivism because these theories embrace idea that individuals construct their own cognitive structures as they interpet their experiences in particular situations

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all focus on the inner psychological life of people; like when Chelsea talked to wall as if it was a person or when kids say plants are eating dirt because they know how eating supports life

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sometimes called indivudal constructivists or cognitive constructivists because they

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construct internal representations (propositions, images, concepts, schemas) that can be remembered and retrieved

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the most recent info processing theories are constructivist because they are concerned with how individuals

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inside the head of the indivudal

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outside world viewed as source of input but once sensations are perceivied and enter working memory, important work is assumed to be happening

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true

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while some psychologists believe that info processing is weak or trivial constructivism because the individuals only constructive contribution is to build accurate internal representations of the outside world

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meaning as it is constructed by the individual

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Piaget's psychological (cognitive) constructivist perspective is less concerned with correct representations and more concerned with

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conservation or reversibility; this comes from reflecting on and coordinating our own cognitions or thoughts, not from mapping external reality

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piaget believes that logic and construction of universal knowledge cant be learned directly from environment because children gradually use less concrete things; this is knowledge such as

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social interaction was the main mechanism for changing thinking

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Piaget saw social environment as an important factor in development, but did NOT believe that

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a focus on the indivudal and psychological sources of knowing as in Piaget's theory; "Solo" ; with its emphasis on central Idea 1, individual meaning making

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first wave constructivism

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knowledge is assumed to be the individual's construction; it cannot be judged write or wrong; extreme ; no reality or truth in world, only individuals perceptions or beliefs ; each of us constrcuts meaning from own experience but have no way of understanding or knowing reality of others

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radical constructivism

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1) teachers have professional responsibility to emphasize some values like honesty or justice over others like bigotry and deception; therefore all perceptions and beliefs cant be equal 2)we ask students to work hard to learn, if learning cant advance understanding because all understandings are equally good, then we might just let students continue to believe what they believe (Moshman) 3)appears that some knowledge like counting and one to one correspondence isn't constructed but UNIVERSAL. knowing one to one correspondence is part of being human

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problems with this thinking for educators

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true; running out of space in shopping cart, meaning of produce and local, how to caluculate price per pound, geography

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vgotsky emphasized central idea 2 that social interaction, cultural tools, and activity shape individual development and learning, just as ethans interactions and activities in the grocery store with his mother shaped his learning about anticipating possible consequences

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true; these outcomes could include both new strategies and knowledge

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by participating in a broad range of activities with others, learners APPROPRIATE the outcomes produced by working together

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being able to internalize or take for yourself knowledge and skills developed in interaction with others or with cultural tools ; like conceptual tools like force and acceleration to reason in physics

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appropriating

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individually processing knowledge

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in psychological constructivism learning means

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belonging to a group and participating in the social construction of knowledge

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social constructivism learning means

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a focus on the social and cultural source of knowing as in Vgotsky's theory

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second wave constructivism

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social interactions and cultural context to explain learning ; but some categorize him as psychological because he was primariy interested in development within the individual

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Vogtsky is labedl as social constructivist because his theory relies heavily on

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true

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in a sense, Vgotsky was BOTH psychological and social

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for example; his concept of Zone of Proximal Development-area in which a child can solve a problem with the help of scaffolding of an adult or more able peer has been called a place where culture and cogntition create each other

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advantage of Vgotsky;s theory of learning is that it gives us a way to consider both the psychological and social: he bridges both camps

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language, maps, computers, looms or music to steer the child toward the goals of the culture values like reading, writing, weaving and dancing

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culture creates cognition when the adult uses tools and practices from culture like

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true ; so people are BOTH products and producers of their societies and cultures

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cognition creates culture as adult and child together generate new practices and problem solutions to add to cultural group's repertoire

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individually constructed and socially mediated!!!

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one way of integrating individual and social constructivism is to think of knowledge as both

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how public knowledge in disciplines such as science, math, economics, or history is conducted ; not our main concern in ed psy

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constructionism

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public knowledge in disciplines like math, science, economics or history is constructed (constructionism)

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social constructionists don't focus on individual learning; instead their concern is how

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true; questions raised like who determines what constitutes history, what is proper way to behave in public, how to get elected as class pres

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beyond this kind of academic knowledge, constructionismts are also interested in how common sense ideas, everyday beliefs and commonly held understandings about people and the world are communicated to new members of a sociocultural group

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true; relationships bt and among teachers, students, families, and community are central issues

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social constructionists believe all knowledge is social constructed and more importantly that some people have more power than others to define what constitutes such knowledge

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true

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collaboration to understand diverse viewpoints is encouraged and traditional bodies of knowledge often are challenged

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true

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philosophies of Dierrida and Foucault are important sources of constructionists; Vgotskys theory with its attention to the way cognition creates culture has SOME elements in common with constructionism

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true

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constructivism perspectives raise some general questions and disagree n answers and these questions can never be fully resolved but different theories tend to favor different positions

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1)the realities and truths of the external world direct knowledge construction 2)internal processes like Piaget's organization, assimilation, and accommodation direct knowledge construction 3) Both external and internal factors direct knowledge construction

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Moshman's three explanations for how knowledge is constructed

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more a person learns, deeper and broader his/her experience is, closer person's knowledge to objective reality; info processing is this view; individuals reconstruct outside reality by building accurate mental representations like propositional networks, concepts, cause and effect patterns, condition action production rules that affect the way things really are

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the realities and truths of external world direct knowledge construction

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new knowledge is abstracted from old knowledge, and is an abstraction that grows and develops cognitive ability, not rue or false, just grows more internally consistent and organized with development, not a mirror of reality

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internal processes like Piaget's organization, assimilation and accommodation direct knowledge construction

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knowledge grows thru interactions of internal (cognitive) and external (environemtnal and social) factors ; Vgotsky's development of appropriate and cultural tools like language is this; or bandura's theory of reciprocal interactions among people, behaviors, and environments; see table on 362

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both external and internal factors direct knowledge construction

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social situation or context in which ideas are judged useful or true ; as new knowledge is determined in part by how well the new idea fits with current accepted practice; overtime current practice may be questioned and even overthrown, but until major shifts occur current practice will shape what is considered valuable (Columbus thought earth was flat which is specific in 15th century navigation, but useless outside that community)

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community of practice

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the idea that skills and knowledge are tied to the situation in which they were learned and that they are difficult to apply in new settings ; like apprenticeship of expert teaching you until on your own is better than school; this explains gangs, dinner table, hs halls, business office, playground

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situated learning

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enculturation

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situated learning is often described as

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adopting the norms, behaviors, skills, beliefs, language, and attitudes of a particular community (comm may be gang mem, class of students, writers, soccer players-any group that has particular ways of thinking and doing)

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enculturation

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over time

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knowledge is viewed not as individual cognitive structures, but rather as a creation of the community

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ways of interacting and getting things done and as well as the tools the community has created all CONSTITUTE knowledge of that community

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the practices of the community are

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true

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learning means become more able to participate in those practices and use the tools

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learned; so may argue that calculations in school help kids do school calculations, but may not help balance a checkbook because skills only applied to context they learned which is school

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situated learning emphasizes idea that much of what is learned is SPECIFIC to the SITUATION in which it is

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read and calculate to do your income taxes, even though income tax forms weren't part of your hs curriculum

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BUT also appears knowledge and skills can be applied across contexts that were not part of the initial learning situation as when you use your ability to

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doomed or irrelevant

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learning that is situated in school does NOT have to be

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the transfer of knowledge from one situation to another- how can you encourage this transfer from one situation to another?

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major question in ed psy and ed in general concerns

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make sense of their experiences; learners are active organisms seeking meaning not empty vassals waiting to be filled

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all constructivist theories assme that knowing develops as learners try to

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true ; knowledge inventors, not filing cabinets

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humans construct mental models or schemas and continue to revise them to make better sense of their experiences

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unique interpretations; like Chelsea's friendly wall, this doesn't mean that all constructions are equally useful or viable bc learners test their understandings against experience and understandigs of other people and negotiate and co-construct meanings like Ethan did with his mother

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our constructions don't necessariy resemble external reality, but are rather our

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true

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constructivists share similar goals in learning and emphasize knowledge IN USE rather than the STORING of inert facts, concepts, and skills

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1) embed learning in complex, realistic and relevant learning environments 2)provide for social negotiation and shared responsibility as a part of learning 3)support multiple perspectives and use multiple represenations of content 4)nurture self awareness and an understanding that knowledge is constructed 5) encourage ownership in learning

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Many constructivist approaches recommend 5 conditions for learning although there is no one single constructivist theory

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developing abilities to find and solve ill structured problems, critical thinking, inquiry, self-determination, and openness to multiple perspectives

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learning goals include

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problems and learning situations that mimic the ill structured nature of real life ; world beyond school presents few simple problems or step by step directions so schools should be sure that every student has experience solving complex problems; this over basic skills drills; these aren't just difficult but rather have many parts; multiple, interacting elements in complex problems and multiple solutions and no one right way to reach a conclusion and each solution may bring a new set of probs

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complex learning environments

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real world

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complex problems should be embedded in authentic tasks and activities, the kinds of situations that students would face as they apply what they are learning to the

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true; this aspect of constructivist approaches is consistent with situated learned in emphasizing learning in situations where the knowledge will be applied

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students may need support or scaffolding as they work on these complex problems, with teachers helping them find resources, keeping track of their progress, breaking larger probs down into smaller ones and so on

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aspect of learning process that relies on collaboration with others and respect for different perspectives; share Vgotksy's belief that higher mental processes develop through this

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social negotiation

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true ; to accomplish this, students must talk and listen to each other

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major goal of teaching is to develop students' abilities to establish and defend their own positions while respecting the positions of others and working together to negotiate or co construct meaning

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true

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this is challenging in the US because we have an individualistic and competitive culture

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a commitment to build shared meaning with others by finding common ground and exchanging interpretations; hard in US bc of our culture

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intersubjective attitude

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every situation; like when students nearly copy teacher example of discovery learning and their were major misconceptions as well

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when students encounter only one model, one analogy, one way of understanding complex content, they often oversimplify as they try to apply that one approach to

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considering problems using various analogies, examples, and matephors; would have helped students not copy because they were only taught that one way

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multiple representations of content

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Bruner's design for teaching that introduces the fundamental structure of all subjects early in the school years, then revisits the subjects in more and more complex forms over time ; consistent with multiple represetntaions of content

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spiral curriculum

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true ; the assumptions we make, our beliefs, and our experiences shape what each of us comes to know about the world - different assumptions and experiences lead us to different knowledge & if students are aware of the influences that shape their thinking, they will be more able to choose, develop, and defend positions in a self critical way while respecting the positions of others

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constructivist approaches emphasize making students aware of their own role in constructing knowledge

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true (prawat)

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most agree that the constructivist theory means that it involves a dramatic change in the focus of teaching, putting the students' own efforts to understand at the center of the educational enterprise

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true

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student ownership does NOT mean that the teacher abandons responsibility for instruction

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true; page 365!! -use students ideas and experiences in relation to key topics -encourage students to use dialogue, collaboration, writing, drawings -teacher use wide variety of assessment strategies to give feedback SEE MORE

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we can recognize contructivist approaches by activities of the teacher and the students and Windschitl suggests these activities encourage meaningful learning

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teachers and students make meaningful connections between what the teacher kows and what the students know and need in order to help the students learn more

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scaffolding

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true

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students need scaffolding in order to work in that proximal development zone from Vgotsky

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"scaffolding is a powerful conception of teaching and learning in which teachers and students create meaningful connections between teachers cultural knowledge and the everyday experience and knowledge of the student"-like when mother used melted ice cream or doctors office with ethan

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both teacher and students are experts on something in which

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contingency support, fading, transferring responsibility

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three agreed characteristics of scaffolding

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the teacher is constantly adjusting, differentiating and tailoring responses to the student

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contingency support

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the teacher gradually withdraws support as the student's understanding and skills deepen

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fading

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students assume more and more responsibility for their own learning

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transferring responsibility

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inquiry and problem-based learning, cognitive apprenticeships, cooperative learning

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three specific teaching approaches that put the student at the center and provide scaffolding

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approach in which the teacher presents a puzzling situation and students solve the problem by making hypothesis, gathering data and testing their conclusions and reflect; by Dewey in 1910

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inquiry learning

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Guided Inquiry Supporting multiple LIteracies or GisML; 1)teacher identifies a curriculum area and some general guiding questions, puzzles, or problems: choose communication and ask how humans and animals communicate? 2)ask several specific focus questions "how do whales communicate? gorillas? -focus questions must ask about animals with different structures for communication, different functional needs for survival, and different habitats and then next focus question would be animals with the same kinds of habitats

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Magnusson and Palincsar's teachers' guide for planning, implementing, and assessing different phases of inquiry science units is called

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engage students in inquiry; give diff animal sounds and make guesses and claims on communication then, students conduct first hand and second hand investigations

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next phase is to

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direct experiences and experiments like measuring the size of bats eyes and ear in relation to bodies (using pics or videos, not real bats)

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first hand investigations

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students consult books, the Internet, interviews with experts and other resources to find specific information or get new ideas

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second hand investigations

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patterns

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as part of investigating, students begin to find

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true

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students may go through several cycles of investigating, identifying patterns, and reporting results before moving on to constructing explanations and making final reports

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to new situations

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another possible cycle is to evaluate explanations before reporting by making and then checking predictions, applying the explanation

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same time; students learned about how animals communicate and how structures are related to habitats and additionally they learned the inquiry process itself-how to solve problems, evaluate solutions and think critically

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inquiry teaching allows students to learn content and process at the

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science

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inquiry learned grew out of practices in

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expert knowledge in medicine

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problem-based learning grew out of research on

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methods to provide students with realistic problems that don't necessarily have "right" answers

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problem-based learning

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develop knowledge that is useful and flexible, NOT inert ; enhance intrinsic motivation and skills in problem solving, collaboration, evidence-based decision making and self-directed life long learning

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goals of problem based learning are to help students

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info that is memorized but seldom applied

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inert knowledge

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collaborate, identify and analyze the problem based on facts from scenario, generate hypotheses, identify missing info( what they need to know to test their solutions?), launches research phase, then apply new knowledge, evaluate problem solutions, recycle research if necessary, reflect on knowledge and skills they have gained

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problem based learning is first confronted with a problem and then students

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true; thinking is scaffolded by teacher, computer software supports, models, coaching, expert hints, guides and organizational aids, or other students in the collaborative groups so WORKING MEMORY IS NOT overloaded; may fill in diagram with claims and reasons in a scientific argument to help distinguish

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through entire process students are NOT alone or unguided

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real and students actions matter; example: asking students about 2010 oil spill and finding solutions

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true problem based learning is when the problem is

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engaging

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some problems are not authentic because they do not directly affect students lives but are

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Legacy League which is a multi-ethnic group of characters who raise questions and direct Billy and Suzie to helpful resources to research answers

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River of Life Challenge is a computer simulation and students meet Billy and Suzie and analyze quality of water from local river and then Billy looks more in depth in the

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encounter the challenge, generate ideas, consider multiple perspectives, research and revise your ideas, test your mettle (check your understanding) and go public about your conclusions undergrads used this and improved their graph reading skills and conceptual understanding of several topic like composition of air and classes or organisms in river ecosystem

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the format of STAR Legacy Cycle has 6 phases:

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okay

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see list on page 368

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multimedia learning environment similar to problem-based learning that focuses on K-12 grades

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project-based science is a

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web based science learning environment used in college

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MyProject is a

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identify engaging problems and appropriate resources, orient students to the problem by describing objectives and rationales, organize the students by helping them set goals and define tasks, support, coach, and mentor students as they gather info, craft solutions and prepare artifacts, support student reflection on their own learning outcomes and processes

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teachers role in problem based learning is to

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true; several yes examples with GenScope and middle schools had higher passing rates on standardized tests with inquiry learning and African American boys especially benefited from these methods; it's important that learning is supported and students have adequate background knowledge for it to work

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there is debate on if problem based learning activities lead to greater achievement

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education

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apprenticeships have proved to be an effective form of

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motivating

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knowledgeable guides provide models, demonstrations, and corrections and a personal bodn for apprentices that is

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students appropriate the knowledge, skills, values, involved in doing the tasks; both the newcomers to learning and the old timers contribute to the community of practice by mastering and remastering skills and sometimes improving these skills in the process

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with guided participation in real tasks come participatory appropriation where

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true

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Collins suggests that knowledge and skills learned in school have become too separated from their use in the world beyond school

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a relationship in which a less experienced learner acquires knowledge and skills under the guidance of an expert; some recommend that schools adopt these features of apprenticeships to focus on cognitive objectives like reading comprehension, writing or math problem solving instead of dancing or sculpting ;

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cognitive apprenticeship

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model performance, coaching or tutoring, scaffolding, articulate their knowledge, reflect on progress, explore new ways pg 369!!

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cognitive apprenticeship models of 6 features

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cognitive apprenticeships

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mentoring and cross-age grouping are examples of how teachers can provide

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true; many levels of expertise are evident in students different ages so students can move at a comfortable pace, but still have model of a master available and community vuolunteers and parents can visit and demonstrate skills like gardening or money making; Shoenfeld's teaching of mathematical problem solving is another example of cognitive apprenticeship instructional model

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example of the Key School that is inner city elementary in Indianapolis, Indiana where kids work side by side for part of the day in pod designed to have qualities of apprenticeship

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goal: designed to help students understand and think deeply about what they read

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reciprocal teaching

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summarizing the content of a passage, asking a question about the central point, clarifying the difficult parts of the material, and predicting what will come next

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accomplish this goal by having students in small reading groups learning four strategies:

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true; to help poorer readers, they need direct instruction, modeling and practice in actual reading situations

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these strategies are applied almost automatically to skilled readers, but poor readers seldom do or don't know how

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introduces these strategies and focus on one each day by explaining and modeling each strategy and encouraging student apprentices to practice

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first the teacher

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read a short passage silently

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next, the teacher and students r

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provides a model by summarizing, questioning, clarifying or prediciting based on the reading; everyone reads another passage and students gradually begin to assume the teachers role

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then the teacher

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teaching

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teacher becomes a member of the group and may finally leave as the students take over

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master these strategies

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often students' first attempts are halting and incorrect, but the teacher gives clues, guidance, encouragement, support doing parts of the task like question stems, modeling and other forms of scaffolding to help the students

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make sense of the text

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goal is for students to learn to apply these strategies independently as they read so they can

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younger adolescents who can read aloud fairly accurately, but are far below average in reading comprehension!!!! although reciprocal teaching seems to work on almost every student

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most research for reciprocal teaching is done with

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true

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after 20 hours of practice with this approach, many students who were in the bottom quarter of their class moved up to the average level or above on tests of reading comprehension

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shift gradually (from teacher to student responsibility), match demands to abilities, diagnose thinking (what is student thinking and what kind of instruction does he/she need)

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Palincsar's three guidelines for effective reciprocal teaching

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pg 371!!!!!!

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point/counterpoint on

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own; 4 strategies is an advantage of reciprocal teaching

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these 4 strategies are better than 40, but they must be TAUGHT, NOT for students to develop on their

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literal or superficial

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3 year study of reciprocal teaching found questioning was the strategy used most often, but that students had to be taught how to ask higher-level questions because most student questions were

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practicing these 4 strategies in the context of actual reading- reading literature and reading texts

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another advantage of reciprocal teaching is that it emphasizes

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idea of scaffolding and gradually moving the student toward independent and fluid reading comprehension

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critical component in reciprocal teaching and cognitive apprenticeships in general is the

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academic learning

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schooling has always been about more than just

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all kinds of people (although academics is prime directive)

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an education prepares students to live and work cooperatively with

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true

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majority of studies indicate that truly cooperative groups have POSITIVE effects from pre to college on students empathy, tolerance for differences, feelings of acceptance, friendships, self confidence, awreness of perspectives of others, higher level reasoning, problem solving and even school attendence

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true

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cooperative learning experiences are argued as crucial in preventing many of the social problems that plague children and adolescents

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a philosophy about how to relate to others- hot to learn and work ; way of dealing with people that respects differences, shares authority, and builds on knowledge that is distributed among other people

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collaboration

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way of working with others to attain a shared goal

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cooperation

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true

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collaborative learning has roots in the work of BRITISH teachers who wanted their students to respond to more active ways as they learned

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true

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cooperative learning has AMERICAN roots in the work of Dewey and Lewin

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true

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cooperative learning is one way to collaborate in schools

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simply several students working together - may or may not be cooperating ; have them work on survey or divide up terms and teach to teach other, but make sure that it's not just one or two students doing all the work and that the others can handle the task

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group work

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true; teacher tried to use cooperative learning by having pairs work on paper and each student write one portion of paper, but not consult with each other. got a grade for individual part and paper as whole-not cooperative or even group work, punishment for F of partner that made A student get a C

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group work can be useful, but true cooperative learning requires much more than simply putting students in groups and diving up the work

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cooperative learning

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David and Roger Johnson are two founders of ___________ in the US

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situations in which elaboration, interpretation, explanation, and argumentation are integral to the activity of the group and where learning is supported by other individuals ; today, evolving constructivist perspectives have fueled a growing commitment to learning situations that rely on this although it has moved in and out of favor in US over years; Cooperative learning is used throughout most of world in every subject area and from prek to graduate school and adult training programs

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cooperative learning

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true; info processing theorists value it

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as group members question and explain, they have to organize their knowledge, make connections and review which are all processes that support info processing and memory

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question his/her understanding and try out new ideas

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Piagetian perspective suggest that the interactions in groups can create the cognitive conflict and disequilibrium that leads an individual to

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true

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vgotsky's theory is supported because cooperative learning provides social support and scaffolding students need to move learning forward

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all members must participate

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groups must be cooperative for these dimensions to benefit meaning

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true

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cooperation is NOT automatic when students are put in groups

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true; example if pressure for group conformity bc rewards being misused or one student dominates, misconceptions may be reinforced and make incorrect understanding

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without careful planning and monitoring by the teacher, group interactions can hinder learning and reduce rather than improve social relations in classes

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a case of "two heads are worse than one"

answer

students who work in groups but arrive at wrong answers may be more confident that they are right

question

true

answer

high status students may be accepted and reinforced more than low status students

question

true -some students may loaf because feel unable to understand without support of group -may socialize over learning -may go for speed instead of thoughfulness

answer

see McCaslin and Tom Good's disadvantages of group learning

question

true; is the task better for a group or for individuals?

answer

teachers emphasize that group activities must be well planned, students need to be prepared to work in groups, and teachers' expectations for the task have to be explicitly stated

question

work that has specific answers-drill and practice, applying routines or procedures, answering questions from readings, computations in math

answer

highly structured tasks include

question

multiple answers and unclear procedures, requiring problem finding and higher order thinking; these are TRUE group tasks and likely to require the resources (knowledge, skills, problem-solving strategies, creativity) of all the group members to accomplish

answer

ill-structured complex tasks have

question

true

answer

often individuals can accomplish highly structured tasks just as effectively as groups

question

routine tasks if learning and problem solving are to occur

answer

these distinctions are important because ill structured, complex true group tasks appear to require more and higher quality interactions than

question

Student Teams Achievement Divsions- teams of 4 students compete to determine which team's members can amass the greatest improvement over previous achievement levels; helps with reviewing previously learned material for an exam; praise, recognition, or extrinsic rewards can enhance motivation, effort and persistence under these conditions and increase learning; focusing dialogue by assigning narrow roles may also help students stay engaged when tasks involve practice or review

answer

STAD

question

ill structured, conceptual and problem solving tasks

answer

a tightly strucuted process, competition among groups for rewards, and a rigid assignment of roles are likely to inhibit richness of students interactions and interfere with progress toward goal of

question

extensive interaction and elaborative thought in situations where students are being exposed to complex material

answer

open ended techniques like reciprocal questioning, reciprocal teaching, pairshare, or Jigsaw should be more productive because when used appropriately, they encourage more

question

true; so rewards are not good for ill structured because diverts from cognitive processing

answer

when rewards are offered, goal often becomes achieving the reward as efficiently as possible, which could mean having the highest achieving students do all the work

question

communication; helpful to rotate leadership roles so that minority group students and females have opportunity to demonstrate and develop leadership skills and all group members can experience the leadership capabilities of each individual; rewards probably not necessary bc get in way of community

answer

when goal of peer learning is enhanced social skills or increased intergroup understanding and appreciation of diversity, the assignment of specific roles and functions within the group might support

question

positive interdependence, promotive interaction, individual accountability, collaborative and social skills, group processing

answer

David and Roger Johnson's 5 elements that define true cooperative learning groups:

question

members believe they can attain their goals only if the others in the group attain their goals as well, so they need each other for support, explanations, and guidance

answer

positive interdependence

question

means group members can encourage and facilitate each other's efforts and interact face to face and close together, not across room, but also digital media around world; feel a responsibility to group to work together and help each other and ultimately demonstrate learning on their own

answer

promotive interaction

question

students held this for learning and often thru individual tests or other assessments

answer

individual accountable for learning

question

necessary for effective group functioning; skills like giving constructive feedback, reaching consensus, and involving every member, must be taught and practiced before the groups tackle a learning task

answer

collaborative and social skills

question

members monitor this and relationships to make sure the group is working effectively and to learn about the dynamics of groups; ask how we are doing as a group? Working together? what should be do more or less of next time?

answer

group processes

question

true; compared to unstructured groups, students in structured groups said learning was more fun

answer

research in Australia on grades 8-12 found students in cooperative groups were structured to require positive interdependence and mutual helping learned more in math, science, and English than students in unstructured learning groups

question

4,5, or 6 students

answer

if purpose for group members to review, rehearse info, or practice then the group size should be

question

2 to 4 members

answer

if goal is to encourage each student to participate in discussions, problem solving or computer learning then groups should be

question

true; research shows if fewer girls, tend to be left out of discussions unless they are assertive ; but if few boys, tend to be interviewed by girls unless boys are less able than girl or are very shy

answer

also when setting up cooperative groups, it often make sense to BALANCE the number of boys and girls

question

true; regardless teachers must monitor groups to make sure everyone is contributing and learning

answer

in some studies, not all, of mixed-gender groups, girls avoided conflict and boys dominated discussion

question

true

answer

if group includes students who are perceived as different or who are often rejected, then put them in a group where there are members who are tolerant and kind

question

what actually happens in the group and who is in it

answer

effects of learning a group VARY depending on

question

true; giving good explanations appears to be even more important for learning than receiving explanations

answer

there is evidence that more a student provides elaborated, thoughtful explanations to other students in a group, the more the EXPLAINER learns

question

true; excellent learning strategies

answer

to explain you have to organize info, put it into your own words, think of examples and analogies of things you already now and test your understanding by answering questions

question

why

answer

good explanations are relevant, timely, correct, and elaborated enough to help the listener correct misunderstandings and the best explanations tell

question

students must pay attention to and use help to learn. the help receiver has responsibilities if learning is to go well, if helper says "13 times 29", the receiver should say "why is it 29?"; asking good questions and giving clear explanations are critical and these skills must be TAUGHT

answer

asking good questions and giving clear explanations are critical and usually these skills must be taught

question

true; make sure roles support learning

answer

some teachers assign roles to students to encourage cooperation and full participation

question

roles support listening, encouragement and respect for differences; focus on practice, review,mastery of basic skills-roles support persistence, encouragement and participation; higher order problem solving or complex learning- roles encourage thoughtful discussion, sharing explanations and insights, brainstorming, probing, creativity

answer

groups with social skills

question

true; roles are SUPPORTS for learning, not the ends themselves

answer

DONT communicate to students that the major purpose of the groups is simply to do the procedures - the roles

question

ok

answer

see charts on page 277!!!!

question

some members had role of checking the reports for clear relationships between predictions and theories, others responsible for evaluating how well group reports linked to prediction, theories and findings of science, others had to listen for clarity in findings

answer

Palincsar and Herrenkohl taught class members to use intellectual roles as they listened to reports

question

helps make group reports being received not as dull

answer

these roles promotes class dialogue, thinking and problem solving and conceptual understanding

question

okay!

answer

see charts on pages 378 and 379

question

PARTICIPATE in HIGH QUALITY DISCUSSIONS

answer

developing deep understandings in cooperative groups requires that all group members

question

talk that interprets, connects, explains, and uses evidence to support arguments

answer

discussions that support learning include

question

students work in pairs or triads to ask and answer questions about lesson material; doesn't need special materials and for wide range of ages

answer

reciprocal questioning

question

question stems and students create questions

answer

this process has proved more effective than traditional discussion groups because it seems to encourage deeper thinking about material; the teacher provides

question

okay and dialogue too; talk about how language is involved in culture and even deaf people could still find a way to communicate nonverbally

answer

see table on 379 on Mr. Garcia's 9th grade world cultures class

question

a learning process in which each student is part of a group and each group member is given part of the material to be learned by the whole groups. Students become "expert" on their piece and then teach it to the others in their group; invented by ARONSON and his graduate students at UT; students truly INTERDEPENDENT; this occurred when Austin schools had jst been desegrated and first time white, blacks and Hispanics together in classroom

answer

Jigsaw classroom

question

adds expert groups in which the students who are responsible for the same material from each learning group confer to make sure they understand their assigned part and then plan ways to teach the info to their learning group members

answer

Jigsaw II

question

true; teams can work for rewards or just recognition

answer

in the end of this process, students take an individual test covering all the material and earn points for their learning team score

question

inevitable and even NECESSARY for learning

answer

constructive conflict resolution is ESSENTIAL in classrooms because conflicts are

question

conflict is what internal combustion engine is to automobile; conflict creates energy so the car can move

answer

piaget's theory tells us developing knowledge requires conflict and David and Roger Johnson say

question

greater learning, open-mindedness, seeing perspectives of others, creativity, motivation, engagement, and self esteem (see page 381 for table)

answer

study of 10th graders found students who were wrong were sometimes able to correct misunderstandings if they argued about it; and research over 40 years demonstrates constructive controversy (and interpersonal conflicts) can lead to

question

students work in pairs within their four person cooperative groups to research a particular controversy ; they take turns arguing each position and then the group develops a final report that summarizes the best arguments for each position and reaches a consensus

answer

structured controversies

question

different kinds of academic and social tasks

answer

Kagan has developed many cooperative learning structures designed to accomplish

question

careful planning

answer

cooperative learning always BENEFITS from

question

true; in cooperative structures like scripted questioning and peer tutoring, many students with learning disabilities may have difficulty understanding new concepts so both the explainer and learner may get frustrated and social rejection may follow

answer

however, sometimes including students with special needs requires extra attention to planning and prep

question

more rejection is likely; research has found that cooperative learning in general is not always effective for students with learning disabilites

answer

since students with learning disabilities often have probs with social relations, it's not a good idea to put them in situations where

question

the pace is often too slow, tasks too simple, and too much repetition and may end up doing all work quickly

answer

gifted students may not benefit from cooperative learning either because

question

true

answer

if you use mixed ability groups and include gifted students, the challenges are to use complex tasks that allow work at different levels and keep gifted students engaged without losing the rest of the class

question

English Language Learners

answer

cooperative learning may be an excellent choice for

question

the need to create high interdependence in diverse groups; students who speak two languages can help translate and explain lessons to others and there is less anxiety since there is a smaller group and ELLS may get more language practice

answer

Jigsaw cooperative structure is especially helpful for ELL students because they all must talk, explain and interact and it was developed in response to

question

4, 5, or 6 languages represented and teachers can t be expected to master every heritage language spoken by all their students every year

answer

in many classrooms today there are

question

true

answer

cooperative learning can be both misused and underused in schools becaue it requires time and investment in teaching students how to learn in groups

question

infinitely skilled teachers and today the same could be said about CONSTRUCTIVIST TEACHING

answer

Cremin observed that progressive, innovative pedagogies require

question

true

answer

because of high stakes testing and accountability, constructivist teachers face many challenges

question

conceptual, pedagogical, cultural, political

answer

Windschitle identified four teacher dilemmas of constructivism in practice (pg 383)

question

grasping the underpinnings of cognitive and social construvtivism, reconciling current beliefs about pedagogy with the beliefs of necessary to support a constructivist learning environment

answer

conceptual dilemmas

question

honoring students attempts to think for themselves while remaining faithful to accepted disciplinary ideas; developing deeper knowledge of subject matter; mastering the art of facilitation; managing new kinds of discourse and collaborative work in the classroom

answer

pedagogical dilemmas

question

becoming conscious of the culture of your classroom, questioning assumptions about what kinds of activities should be valued; taking advantage of experiences, discourse patterns, and local knowledge of students with varied cultural backgrounds

answer

cultural dilemmas

question

confronting issues of accountability with various stakeholders in the school community; negotiating with key others the authority and support to teach for understanding ; NCLB

answer

political dilemmas

question

combines academic learning with personal and social development for secondary and college students

answer

service learning

question

true

answer

about HALF of American high schools have some form of service learning

question

-organized and meet community needs -integrated into students curriculum -provide time to reflect and write about service experience -give opportunities to apply newly learned academic skills and knowledge -enhance both academic learning and sense of caring for others

answer

Alliance for Service Learning in Education Reform's characteristics for service learning

question

direct service, indirect service, or advocacy

answer

service learning activities may involve

question

tutoring, serving meals at homeless shelters

answer

direct service

question

collecting food for shelter or raising money

answer

indirect service

question

designing and distributing posters about a food drive, writing newspaper articles

answer

advocacy

question

problem-based learning

answer

service learning also could be a form of

question

political and moral agents, rather than merely good citizens in service learning

answer

students see themselves as

question

think in new ways about their relationships with people who are unlike them and be tolerant of differnces

answer

service learning can help adolescents

question

role in society

answer

service learning experiences foster "ethic of care" that can result in growing commitment to confront difficult social problems and student involvement can motivate and empower adolescents to critically reflect on their

question

true

answer

some schools have service learning as requirement for graduation; but some question if its appropriate and at least 3 requirements have been challenged in court, but requirements have been upheld

question

true

answer

studies of service learning have produced mixed results

question

successfully emerged from it with a deeper awareness of social injustice and commitment to confront injustices and heightened confidence in abilities overall:: see guidelines on384 from Sagor, Elia, and Schwab

answer

some studies found modest gains on measures of social responsibility, tolerance, empathy, attitude and self esteem;; study on parochial hs that required juniors to help at inner city soup kitchen(20 hrs) and examine moral implications of current social issues like homelessness and students

question

6 months to 3 years!!!!!! have a tv in their own bedroom

answer

over 35 percent of children ages

question

95 percent of homes

answer

DVD players are in

question

bedrooms

answer

27 percent of children have a DVD player in their

question

6 hours a day!!!!

answer

tv is on an average of

question

true

answer

Vandewater found that TV was on all day or most of day in 35 percent!!! of homes studied

question

sleep

answer

children spend more time watching tv than they do any other activity except

question

environments that include virtual worlds, computer simulations that support problem-based learning such as River of Life Challenge in intelligent tutoring systems, educational games, audio recordings, hand held wireless devices and multimedia environments bc of such increase of technology

answer

technology-rich-learning environments (TRE)

question

-teachers can design technology based activities for their classrooms, for virtual learning environments or blended models using both in class and virtual environments -students can interact with technologies in variety of ways, like using a computer or tablet to complete assignments or collaboring in virtual environment with students or teachers using interactive cloud computing applications -administrators use techonology to track teacher, class and student info in school, district or statewide systems

answer

three kinds of uses for technology in schools

question

allows computer users to access applications, like Google document or Microsoft Web Mail, as well as computing assets like network-accessible data storage and processing to use online applications

answer

cloud computing applications

question

support student learning

answer

primary goal for integrating technology into a classroom is to

question

researching yoru school or district techonolgy policies and procedures, identifying internal rsources like technology integration teams, seeking out training resources and working with teachers who already use technology in their classes; becoming familiar will help you include new technology and enhance teaching

answer

process may seem difficult but starting points include

question

reinvent the wheel; focus on identifying centers of expertise where existing resources are available to adapt and build on

answer

golden rule for technology integration in any classroom is that you don't need to

question

broad term that describes many ways of learning in virtual or online systems

answer

virtual learning environments (VLEs)

question

systems that deliver e-learning, provide tools and learning materials, keep records, administer assessments, and manage learning; most traditional VLE; like BlackBoard or Moodle or Rcampus

answer

Learning Management System (LMSs)

question

readings, discussion groups, class built Wikis, powerpoints, weblinks and other resources to support the courses on campus; used to teach without these assests, but teaching and learning options have expanded

answer

learning management systems are often large, complex, and costly and and My Carmen sites have

question

deal with costs and construct virtual learning environments; like Moodle, Google Apps, Microsoft SharePoint and PBWorks

answer

some institutions use free open-source software to

question

provides tools that support individualized learning in variety of contexts and situations ; learners assume control of how and when their learning occurs ; can work at Panera, turn in assignment at 4 am from room

answer

Personal Learning Environment (PLE)

question

asynchronous-it takes place anytime and anywhere

answer

PLE has learning be

question

ebooks, cognitive tutors, quizzes and self assessment tools

answer

complex PLE include tools that assess learners knowledge and adapt next content to fit needs and tools that support this are computer based training modules like

question

framework in which knowledge is constructed thru online peer interactions

answer

Personal Learning Network (PLN)

question

synchronous (Real time) and asynchronous technologies using interactive web conferencing, hybrid classes or online discussions

answer

PLN are both

question

k-12 instructional purposes and also as resource for professional development

answer

PLN can be used for

question

all over the globe

answer

FB, twiiter, edutopia, EdWeb allow instruction to move outside the school, city and even country to include students of similar interests from

question

web conferencing tools, Adobe Connect and Elluminate, IM, interactive video and audio messaging, social networking, discussion boards, blogs

answer

tools that support the PLN network include

question

most complex VLE; simulation of a real-world environment that immerses students in tasks like those required in a professional practicum ; designed to bbe DOMAIN specific using realistic scenarios; ex: interviewing sources for a news story about food poisoning and following leads to identify the source of the problem and crafting an accurate engaging article and blending real world engagement in a virtual scenario

answer

Immersive Virtual Learning Environment (IVLE)

question

the technology is programmed to interact as a tutor by providing prompts after analyzing the student's response

answer

these immerse environments often include cognitive tutors-

question

interactive gaming environments constructed in virtual worlds where the learner assumes a character role of avatar ; used for experiential and didactic learning in medical field for several years and gaining attention in PK-12 classrooms

answer

Massive Multi-player Online Games (MMOGs)

question

complex scenarios by developing lessons using modeling and problem-based learning scenarios as alternative methods of instruction; Project Evoke=example- developed by World Bank and as they play the game, adolescents from around the world work collectively to solve major world problems like hunger

answer

pedagogic value in good gaming design is the ability to create

question

preschool children

answer

debated issue on if digital media is appropriate for

question

true

answer

computers should NOT be used to do solitary drill-and-practice activities

question

true

answer

developmentally appropriate ways to use computers with 3 to 4 year olds are different from ways to use with kinder-primary grades

question

true

answer

with developmentally appropriate computer activities, young children can benefit cognitively without sustaining losses in creativity

question

simple spoken directions, open ended and discovery encouraged activities, exploration, problem solving, understanding cause and effect

answer

software for children should include

question

true

answer

children should be able to remain in control of activities thru variety of responses

question

true

answer

finally, content should be appropriate for and respectful of diverse cultures, ages and abilities

question

it

answer

another important consideration is if program's multimedia features, embedded videos, zzoom ins, music, added sounds or images add to learning or take away from

question

true; like if falling of tree sound and buzz saw interfere with peter rabbit story? maybe

answer

one danger is that programs will include attractive visuals or sound effects that actually interrupt and interfere with development of important concepts

question

true ; children learn to do several things at once, but have a superficial understanding of what they're doing

answer

dealing with all this stimulation might make children better at Multitasking but also WORSE at deeper thought processes like developing perspective taking skills, understanding plot, theme, and sequence of the story

question

true; difference was that multimedia features of story supported understanding and memory by providing multiple pathways to meaning, giving visual and verbal representations of key story elements, focusing attention on important info, and reinforcing key ideas

answer

Netherlands found multimedia storybooks can provide support for understanding stories and remembering linguistic info for kindergarten students from families with low educational levels who are behind in language and literacy skills

question

meaning and not just provide attractive bells and whistles

answer

extra scaffolding may be especially important for students with limited language and literacy skills and BOTTOMLINE is multimedia elements should focus on

question

visual skills as long as the tasks fit the student's level of ability

answer

there is evidence that using computers - especially games that require multiple activities, visual attention, imagery and fast action- support the development of

question

true; using computer tutorial programs appeared to improve achievement test scores for k-12 students but simulations and enrichment programs had few effects (like when teach and test on specific skills)

answer

Roschelle, Pea, Hoadley, GOrdon and Means concluded there were no strong conclusions computers support academic learning

question

true

answer

computers may be more useful in math and science skills than any other subjects, and not very succesfful in improving reading

question

standardized tests

answer

like any teaching tool, computers can be effective if used well, but just being on a computer will not automatically increase academic achievement, especially achievement measured by

question

active engagement, frequent interaction with feedback, authenticity and real world connection and productive group work (GUIDELINES ON 389)

answer

Roschelle concluded that computers are more likely to increase achievement if they support basic processes that lead to learning:

question

printed words

answer

today to be literate- able to read, write, and communicate, children have to read and write in many media, NOT just

question

provide materials, training and support as teachers integrate media literacy and critical thinking about media into their classrooms ; teachers in project help students become critical readers of media; had elementary school students study ants and then watch and discuss movie Antz and studies show that tests immediately and 6 months later indicated that the children performed best on the questions related to the discussion about the accuracy of the film

answer

Project Look Sharp by Ithaca College directed by Cynthia Sheibe, a developmental psychologist, had goal of this project to

question

pg. 390 and guidelines on 390 as well on supporting development of media literacy in your students from Scheibe and Rogow

answer

see Project Look Sharp questions to guide discussion of media

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