2.+March+9th+Class+Questions


 * Learning Styles** - The way people learn

1. Multiple Intelligences 2. Field Independent & Dependent 3. Visual & Auditory


 * What is learning?**

A transactional process involving a teacher and the learner. A communication between the sender and reciever.


 * How does learning occur?**

There are many phases of learning, the first is when someone can make an association with something they already have in their pressage. The processes of taking in information and processing it with information you already have.

Teacher <--> Student

 * What is the difference between behavioral theory and information processing?**

Informational Processing is internal stimuli rather then external stimuli.

Your past experience has a direct impact on how you will act, and the consequences of how you act.
 * How does antecedents and consequences affect learning? (Philosophy)**

If you raise your hand quietly and you get called on in a past experience, you will raise your hand quietly each time because you will get called on.

__Behavior Learning Theory__ - positive negative reinforcement An **antecedent** is a preceding event, condition, cause, phrase, or word (happens prior) **Consequence**, or **a consequence** is the concept of a resulting effect (cf. [|cause and effect], arising from another action. In general terms, it is used to indicate that all human actions, particularly [|crime] and [|sin], have profound effects. Learn based on prior experience or relating prior experiences to current experiences. Example classical conditioning - Pavlov Thus, a neutral stimulus (metronome) became a **conditioned stimulus** (CS) as a result of consistent pairing with the **unconditioned stimulus** (US - meat powder in this example). Pavlov referred to this learned relationship as a (**conditioned response**). Operant behavior "operates" on the environment and is maintained by its consequences, while classical conditioning deals with the conditioning of respondent behaviors which are elicited by [|antecedent] conditions. Behaviors conditioned via a classical conditioning procedure are not maintained by consequences.[|[1]] The main dependent variable is the rate of response that is developed over a period of time. New operant responses can be further developed and shaped by reinforcing close approximations of the desired response (Information Processing - input and output)


 * How does prior learning affect learning?**

Past experiences affect future behaviors and learning Pressage-


 * Two ways information processing has influenced instructional design** [[image:http://www.edpsycinteractive.org/topics/cogsys/info.jpg width="480" height="308"]]

**To think of your mind like a computer....**


The influence of cognitive science in instructional design is evidenced by the use of advance organizers, mnemonic devices, metaphors, chunking into meaningful parts and the careful organization of instructional materials from simple to complex.

"...information processing models have spawned the computer model of the mind as an information processor. Constructivism has added that this information processor must be seen as not just shuffling data, but wielding it flexibly during learning -- making hypotheses, testing tentative interpretations, and so on." (Perkins, 1991, p.21 in Schwier, 1998).


 * Chunking** is breaking the information up into manageable chunks. (concepts)
 * there are limits to the amount of information that learners can attend to and process effectively;
 * learners need to be actively engaged in processing information in order to transfer it from short-term memory to long term memory
 * The goal of instruction remains that the communication or transfer of knowledge to learners in the most efficient, effective manner possible


 * You can only have three things going on in your mind at one time

[|Information Technology]

Why do we define different categories of learning?

We do this so we can adapt of teaching startagies to different learners, becasue everyone learns differently.


 * Gagne**

[|**Gagne's Theory Defined**]

Learning Theories

1. Verbal- knowing that or what 2. Intullectual Skills- applying knowledge (this can be applied at differnt degrees) 3. Cognitive Stratagies- applying effective ways to process information 4. Attitudes- your feelings effect your choices and personal decsions 5. Motor Skills- the ability to do certain things

Learning Sequence 1. //Gain learners attention// 2. //Letting the learner know what you are doing and why//- the objectives & how they will impact the learner 3. //Stimulate the learners recall//- put it in the context of a prior experience 4. //Present the stimulus//- have the learner take place in the activity 5. //Provide learning guidance 6. Repeat the learning experience-// 7. //Feedback-// formative feedback 8. //Assessment-// have them demionstrate what they learned 9. //Advanced retention//- to synthesize, after the learners understand the term in context, help them expand it beyond that context and find other situatios that the learner might find this