307834
Description
Q1: How do
people learn?
- the student
- learner's toolbox
- schema/strategies
- superblueberries: critical
thinking skills
- metacognition: thinking
about your own thinking
- "My strategy is..."
- "My strategy is..."
- questioning
- prior knowledge activation
- visual imagery
- metacognition: thinking
about your own thinking
- based on principles of learning
- If we can identify the
schema Duke students
use, then we can help
other students learn the
strategies we use.
- elaboration
- elaboration
- used to create
theories
- If we can identify the
schema Duke students
use, then we can help
other students learn the
strategies we use.
- superblueberries: critical
thinking skills
- motivation
- grit
- schema/strategies
- learner's toolbox
- (inaccurate)
misconceptions
- #1: teaching is
telling, learning
is
remembering
(rote
memorization)
- educational value of 2 truths and a lie
- to help eliminate
misconceptions
- thinking about
perceptions of Duke
and Durham
- Hayti: black neighborhood,
freedpeople, segregation, NCCU
- out of this came
self-dependence
- out of this came
self-dependence
- Hayti: black neighborhood,
freedpeople, segregation, NCCU
- action research
- thinking about
perceptions of Duke
and Durham
- class cohesion
- elaboration
- to help eliminate
misconceptions
- #1: teaching is
telling, learning
is
remembering
(rote
memorization)
- success
- 1.content knowledge
- info
- facts
- subject matter knowledge
- info
- 2.cognition
- academic skills
- word recog, work ethic,
reading/math skills, lang
- word recog, work ethic,
reading/math skills, lang
- advanced
critical
thinking
skills
- superblueberries
- superblueberries
- self regulation skills
- academic skills
- 3. character traits
- Desired Student
Learning
Outcomes
- Knowledge,
Skills,
Dispositions
- self control
and reasoning:
the
marshmallow
test and
delayed
gratification
- self control
and reasoning:
the
marshmallow
test and
delayed
gratification
- learning=change
- Knowledge,
Skills,
Dispositions
- 1.content knowledge
- psychologists
- Bronfenbrenner's theory
of multiple layers of
environmental influence
- family, community, state
- family, community, state
- Erikson's psychosocial
stages of development
- sort of like checkpoints,
each with own conflict
- need to
encourage child
decision making
- encourage
roleplay/makebelieve--perspective
taking
- child needs success
- sort of like checkpoints,
each with own conflict
- Vygotsky and scaffolding
- Piaget: constructivism
- children want to
learn, will explore
enviro
- children try to
construct
meaning
- want to reduce
cognitive
dissonance
- disequilibrium:
misunderstanding
- disequilibrium:
misunderstanding
- children want to
learn, will explore
enviro
- Kohlberg 3 levels/6
stages of moral
development
- can be lifelong
- challenge students on moral compass
- can be lifelong
- Bronfenbrenner's theory
of multiple layers of
environmental influence
- what is
educational
psychology?
- how people
learn
- how people teach
- how to better learning
- how people
learn
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