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| Rule learning. People learn better by doing than being told, hands on learner. |
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Expository Method: tell you what rule is and try to apply (good for retention, not transfer)
Pure discovery method: think through problems on their own without guidance/hints
Guided discovery: give you problems and ask to solve on your own but give clues (more effective than pure, duh) |
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Logo
Guided Discovery: Fay & Mayer - guided > pure |
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general rule --> apply to more specific
better for retention problems |
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start with concrete familiar situations and use to apply to abstract concepts
does better for transfer problems than deductive reasoning |
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| Cooper and Sweller (1987) |
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| Students asked to solve simple algebra equations (a+b=c). One group (Worked Out Example - WOE) gets 4 problems with a worked out example first and another group gets 4 problems without a woe first. WOE group does better on transfer test and do it faster than other group |
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| Try to teach students how to solve word problems. Gave a WOE to a group than a structurally similar problem to test transfer ability, tested low, not effective. Came up with a method to explain each step by step process for the WOE and results were 69% of students could effective transfer knowledge to structurally similar problem. |
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| Shows step by step examples for probability problems; doesn't say why he's doing this. Compares this to version of actually explaining each step. |
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Asking people to read a textbook and think out loud as they read. Some students don't say much, and if anything, repeat what the book said --> these students did not do well on test.
Students who actually engaged and explained what was happening did much better on transfer test |
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| Trying to teach more than just math skills - good negotiation skills. Present a dilemma and look at what would be a good way of dealing with that dilemma |
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| Cognitive Processing is comprised of: |
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| Selecting, Organizing, Integrating |
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| Give you stimulus word and you give response word. |
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| Group that learns with keyword method get 88% correct, those that don't get 28% correct |
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| Guy was at a banquet and assigned each sentence to each person in a seat to better remember (serial list) |
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| 3 Form of Teacher Guidance |
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Definition
Scaffolding: only do part of the task
Coaching: teacher provides advice, guidance, or feedback
Modeling: teacher shows exactly how to solve problem, student observes |
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| one of the biggest proponents of cooperative learning |
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| feedback comes out as one of the most powerful, no matter how you look at instructional methods |
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Starved cat for a day, place in cage with rope that must be pulled to get access to food. Over the course of 30 days response was more automatic. Learning by trial, error, accidental success
Explanation: Connectionism |
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| Sulzbacher & Hauser (1968) |
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Definition
| "Naughty finger" experiment. Contingency contracting. Once contingency is established unwanted behaviors subside, once it is removed however behaviors return (extinction) |
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| Drawing on the table experiment. Unexpected reward drew longer, expected reward group decreased time. |
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| Throwbridge & Cason (1932) |
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| Practice does not make perfect but with feedback can improve |
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| 10 years of 3-4 hours of practice to become an expert. Need to engage in deliberate practice. Zone of learnability. |
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| Digit span. After 200-400 hours of practice up to 80 numbers. |
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| School for musically talented students. Students who practice more do better. Talent gives a better predisposition to do well. |
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| Best way to deliver feedback is to tell them what they have to do to get it right rather than focus on what they did wrong |
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| Feedback should be clear and simple, focused toward learning goal |
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| Providing feedback is not about giving rewards but rather providing information about the task. Feedback should be specific |
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| Rote vs meaningful learning. Gestalt psychology. Area of a parallelogram test. Should teach concept of area in order to create transfer learning |
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| Bundle of sticks method of subtraction (concrete methods) |
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| Concretize situations to help kids learn better. Standard group, learn by trial and error. |
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| hands-on activity to get kids to learn better by discovering concept. Open-ended, generally doesn't work very well; need guidance; possible to engage in deep learning without hands-on activity. |
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