my theory of learning
TRANSCRIPT
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JEREMY’S MODEL OF HOW PEOPLE LEARN
Jeremy Wang
Epsy 5114
10 December 2008
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My Approach
Many different models of how people learn already exist Information Processing, Conceptual
Change, Constructivism, etc. While many theories exist, there is not
one that alone explains all aspects of learning
How do I make sense of these different theories?
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My Approach
Learning is a complex, dynamic system Various components and processes Cyclical and dynamic Emergent properties (learning)
Current research and theory tells us how these parts are related
Future research can benefit from being framed as part of a “learning system”
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My Framework
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My Framework
Prior Knowledge
and Experience
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My Framework
Prior Knowledge
and Experience
Learning Environment
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My Framework
Prior Knowledge
and Experience
Learning Environment
Internal Cognitive Processes
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My Framework
Prior Knowledge
and Experience
Learning Environment
Application and
Assessment
Internal Cognitive Processes
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My Framework
Prior Knowledge
and Experience
Learning Environment
Application and
Assessment
Internal Cognitive Processes
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Prior Knowledge and Experience Examples of factors:
Socio-economic factors Age Gender Race/ethnicity Special education status English language learning (ELL) status Prior learning experiences/prior knowledge Motivation to learn
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Learning Environment
Examples of factors: Teacher training/dispositions (PCK) Pedagogical methods (lecture, activities,
etc.) Classroom/school environment (safety,
classroom management, discipline issues) Technology use (TEL) Grouping of students (individual,
small/large group)
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Internal Cognitive Processes
Examples of Factors: Brain development Brain disorders Synapse formation Patterns of neural activity Functional organization of the brain
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Application and Assessment
Examples of factors: Timing (formative, summative) Type (MC, short answer, extended
response) Authenticity Proximity to learning experience (near/far
transfer) Difficulty Measurement/Psychometric issues
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Tools for Research
Prior Knowledge and Experience Surveys, interviews, pretests
Learning Environment Teacher studies, classroom observations,
technology Internal Cognitive Processes
EEG, fMRI, MEG Application and Assessment
Psychometrics, validity studies
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How does research apply to this framework? 3 Examples:
1. Berkeley Brain Study (2008) Kishiyama, Knight, Boyce http://www.berkeley.edu/news/media/releases
/2008/12/02_cortex.shtml
2. 30 Million Word Gap by Age 3 (1995) Hart and Risley (University of Kansas) http://www.aft.org/pubs-reports/american_ed
ucator/spring2003/catastrophe.html
4,000 Word Intervention (2008) Pilot Study – Davison, et. al. (University of
Minnesota)
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Example #1: Berkeley Brain Study Study:
Normal 9- and 10-year olds Differed only in SES EEG used to measure brain function
Result: Detectable differences between high- and
low-income students in response in prefrontal cortex (critical for problem solving)
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Example #1: Berkeley Brain Study
Prior Knowledge
and Experience
Learning Environment
Application and
Assessment
Internal Cognitive Processes
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Example #1: Berkeley Brain Study Prior Experience:
Socio-economic Status Internal Cognitive Process:
Activity in prefrontal cortex
Note: Interventions (teaching, etc.) can help overcome these differences
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Example #2: 30 Million Words Study:
42 families; upper-, middle-, and lower-SES 2-1/2 years of monthly, hour-long
observations (Age 1-3) Tested at Grade 3 on receptive vocabulary,
language development, and basic skills
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Example #2: 30 Million Words Results:
Approximately 30 million word gap between upper- and lower-SES students
Strong correlation between accomplishments at age 3 and test results at Grade 3
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Example #1: Berkeley Brain Study
Prior Knowledge
and Experience
Learning Environment
Application and
Assessment
Internal Cognitive Processes
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Example #2: 30 Million Words Prior Experience:
30 million word gap between upper- and lower-SES students
Application and Assessment: Results of PPVT-R, TOLD, and CTBS/U
Connection: Gap in vocabulary affects later achievement
in school
Note: Interventions that improve language exposure are important
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Example #3: 4,000 word intervention Study:
Computer-based intervention to enhance vocabulary
1st – 4th Grade Students Pre- and Post-test on vocabulary
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Example #3: 4,000 word intervention Results:
Still in pilot stages Possible that intervention has an effect on
vocabulary
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Example #3: 4,000 word intervention
Prior Knowledge
and Experience
Learning Environment
Application and
Assessment
Internal Cognitive Processes
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Example #3: 4,000 word intervention Learning Environment:
Computer-based intervention Application and Assessment:
Vocabulary tests
Note: Intervention may help students “catch up.”
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How do these examples relate to my theory of learning? My theory/framework for learning can
help… make sense of multiple lines of research evaluate claims made by research based
on its robustness suggest research or interventions that
improve learning
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How do these examples relate to my theory of learning? Multiple lines of research
Example #1: Differences in prior experience (SES) affects cognitive processes (EEG results)
Example #2: Differences in prior experience (SES) affects later achievement (vocabulary tests)
Example #3: Learning environment (computer-based intervention) may affect later achievement (vocabulary tests)
Davis et.al.: Cognitive processes (emotions, regulation, goals) affect assessment (testing situations)
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How do these examples relate to my theory of learning? Robustness of research/theory
Which categories of learning factors does the research/theory take into account? Focus in one area or one relationship
How does the research relate to prior research on how different factors are related? Strategies improve positive relationships in
learning or compensate for other factors
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How do these examples relate to my theory of learning? Suggesting future research
How to build on prior research with a category
What interventions may be effective in positive learning gains
Ex. 4,000 word intervention
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Conclusions
Learning is a complex, dynamic process involving many interacting systems
Learning is an emergent property of the interactions of these systems
A framework for these interactions may be fruitful for gaining a deeper understanding of those relationships
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My Framework
Prior Knowledge
and Experience
Learning Environment
Application and
Assessment
Internal Cognitive Processes