Roadmap Learning Metacognition Classical conditioning Operant conditioning Punishment

Roadmap Learning Metacognition Classical conditioning Operant conditioning Punishment Biofeedback Elements of observational learning Research updates

Split-half demonstration • Dollar Bill Dice Tricycle Four Leaf Clover Hand Six-Pack Seven-Up Octopus Cat Lives Bowling Pins Football Team Dozen Eggs Unlucky Friday Valentine’s Day Quarter Hour

Learning strategies are key! • • Active learning Concept maps Ask why, how, and what if SQ 5 R for reading ▫ (survey, question, read, recite, rewrite, reflect) • Move higher on Bloom’s taxonomy

Learning strategies are key! • • Use the study cycle with intense study sessions Give mini-lectures Study groups Answer questions without looking at an example/solution • Learning style (VARK) ▫ http: //www. varklearn. com/english/page. asp? p=questionnaire

Concept maps

Concept maps

Learning Levels: Bloom’s Taxonomy Making decisions and supporting views; requires understanding of values and judging the validity of ideas or quality of work based on a set of criteria and profound understanding of the discipline. Key Ideas: Judge, Critique, Justify, Recommend, Criticize, Assess, Disprove, Rate, Resolve Evaluation Synthesis n Mea Analysis Combining information to form a unique product, requires creativity and originality. Key Ideas: Create, new thesis or concept, Design, Hypothesize, Invent, Develop, Compose, Estimate, Theorize, Elaborate, Test Improve, Invent, Originate ul L ingf Identifying components; determining arrangement, logic, and semantics. Key Ideas: Analyze, Categorize, Compare, Contrast, Separate, Dissect, Simplify, Theme, Motive, Inference Using information to solve problems; transferring abstract or theoretical ideas to practical situations. Identifying connections and relationships and how they apply. Key Ideas: What if? Use, Compute, Solve, Demonstrate, Apply, Construct, Build, Experiment with, Solve ing earn Application Comprehension ng arni e Le Rot Knowledge Restating in your own words; paraphrasing, summarizing, translating. Key Ideas: Why, How, Explain, Summarize, Paraphrase, Describe, Illustrate, Compare, Contrast, Interpret, Classify, Outline, Map, Rephrase, Infer Memorizing information verbatim, but not necessarily understanding the material. Key Ideas: What, Remember, List, Label, State, Define, Choose, Find, Label, Select, Match

Making judgments based on criteria and standards through checking and critiquing. Creating Evaluating Carrying out or using a procedure through executing, or implementing. Applying Understanding Remembering Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining. http: //www. odu. edu/educ/llschult/blooms_taxonomy. htm High School Retrieving, recognizing, and recalling relevant knowledge from long-term memory. Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure. Undergraduate Analyzing Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing. Graduate School Bloom’s Taxonomy This pyramid depicts the different levels of thinking we use when learning. Notice how each level builds on the foundation that precedes it. It is required that we learn the lower levels before we can effectively use the skills above.

Example ~ Bloom’s Levels of Learning ~ Applied to Goldilocks and the Three Bears Evaluation Judge whether Goldilocks was good or bad. Defend your opinion. Synthesis Propose how the story would be different if it were Goldilocks and the Three Fish. Analysis Compare this story to reality. What events could not really happen. Application Demonstrate what Goldilocks would use if she came to your house. Comprehension Explain why Goldilocks liked Baby Bear’s chair the best. Knowledge List the items used by Goldilocks while she was in the Bears’ house. Courtesy of http: //www. kyrene. k 12. az. us/schools/brisas/sunda/litpack/Blooms. Critical. Thinking_files/v 3_document. htm

The Study Cycle A “Work-Out System” for your Brain Step 1 I 10 min Step 2 Class Time Step 3 10 min Preview Attend & Participate Review II • Intense Study Sessions • 20 -75 minutes III Weekly Review/Assess your learning

Intense study sessions • 1. Set a goal (1 -2 min. ) ▫ Decide what you want to accomplish • 2. Study with focus (30 -50 min. ) ▫ Interact with material-organize, concept map, summarize, process, re-read, fill in notes • 3. Reward yourself (10 -15 min. ) ▫ Take a break-call/text a friend, get a snack, workout, play a game • 4. Review (5 min. ) ▫ Go over what you just studied/perform reality checks ▫ Do I understand the material enough to teach others ▫ Am I using study methods that are effective?

Metacognition • Thinking about thinking • Conscious awareness of yourself as a problem solver • Monitor and control your mental processing (e. g. , Am I understanding this material? ) • Accurately judge your level of learning

What is Learning?

Changes • Behavior • Brain/physiology

Classical Conditioning • Unconditioned stimulus (UCS) ▫ unlearned, naturally occurring • Unconditioned response (UCR) ▫ involuntary response

Classical Conditioning • Conditioned stimulus (CS) ▫ Learned ▫ paired with original unconditioned stimulus • Conditioned response (CR) ▫ learned/conditioned reflex

Classical Conditioning UCS Kiss CS Sight of Significant Other UCS Kiss UCR Racing Heart

Your examples of classical conditioning • UCS - unlearned, naturally occurring • UCR - involuntary response • CS - learned, paired with original unconditioned stimulus • CR - learned/conditioned reflex

Operant Conditioning • Learning ▫ Depends on consequences • Voluntary behavior

Operant Conditioning • Examples

Reinforcement • increases probability response will occur again Primary reinforcer - naturally reinforcing by meeting biological need ▫ hunger ▫ thirst ▫ touch

Reinforcement • Positive reinforcement - addition or experiencing pleasurable ▫ e. g. , dessert for good behavior • Negative reinforcement - removal, escape from, avoidance of unpleasant ▫ e. g. , sunscreen to prevent sunburn ▫ e. g. , leave early so you won’t be late

Reinforcement schedules • Partial reinforcement effect - reinforced after some, but not all, correct responses ▫? • Continuous reinforcement

Punishment • Punishment - response less likely to happen • Punishment by application - addition or experiencing unpleasant ▫ e. g. , ? • Punishment by removal - removal of pleasurable ▫ e. g. , ?

Drawbacks of punishment • Severe punishment my cause avoidance of the punisher ▫ instead of? • May encourage lying to avoid • Severe punishment creates fear and anxiety ▫ Cognitive load! (examples? ) ▫ Memory/learning impairment

Make punishment more effective • Immediately follow the behavior • Be consistent!!! • Pair with reinforcement of the right behavior ▫ How do we define discipline? ? ?

The infamous “time out” • punishment by removal ▫ special area away from the attention of others ▫ being "removed" from any possibility of positive reinforcement in the form of attention �Powerful impact IF used correctly (especially with children!)

Biofeedback • Biofeedback- feedback on biological conditions = voluntary control ▫ blood pressure ▫ respiration ▫ relaxation Example

Learned Helplessness - Seligman • Learned helplessness -fail to act or escape from a situation ▫ history of repeated failures ▫ ITV Romanian orphans example

Observational learning • Observational learning - new behavior by watching a model perform ▫ Bobo doll study/aggression • Learning can take place without actual performance of the learned behavior! ▫ Babies

Four Elements of Observational Learning (AMIM) • ATTENTION ▫ learner must pay attention to model • MEMORY ▫ learner must retain memory of what was done �e. g. , steps to prepare dish seen on cooking show

Four Elements of Observational Learning • IMITATION ▫ learner must be capable of reproducing, or imitating, the actions • MOTIVATION ▫ learner must have the desire to perform action

Children’s TV