My Theory of Learning
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The document presents a framework for understanding how people learn. It proposes that learning is influenced by prior knowledge and experience, the learning environment, internal cognitive processes, and application and assessment. The framework is illustrated through three examples of research studies that show how factors like socioeconomic status, language exposure, and vocabulary interventions relate to different elements of the framework and influence learning outcomes.
My Theory of Learning
- 1. JEREMY’S MODEL OF HOW PEOPLE LEARN Jeremy Wang Epsy 5114 10 December 2008
- 2. 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?
- 3. 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”
- 4. My Framework
- 5. My Framework Prior Knowledge and Experience
- 6. My Framework Prior Knowledge and Experience Learning Environment
- 7. My Framework Prior Knowledge and Experience Learning Environment Internal Cognitive Processes
- 8. My Framework Prior Knowledge and Experience Learning Environment Application and Assessment Internal Cognitive Processes
- 9. My Framework Prior Knowledge and Experience Learning Environment Application and Assessment Internal Cognitive Processes
- 10. 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
- 11. 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)
- 12. Internal Cognitive Processes Examples of Factors: Brain development Brain disorders Synapse formation Patterns of neural activity Functional organization of the brain
- 13. 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
- 14. 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
- 15. How does research apply to this framework? 3 Examples: Berkeley Brain Study (2008) Kishiyama, Knight, Boyce http://www.berkeley.edu/news/media/releases/2008/12/02_cortex.shtml 30 Million Word Gap by Age 3 (1995) Hart and Risley (University of Kansas) http://www.aft.org/pubs-reports/american_educator/spring2003/catastrophe.html 4,000 Word Intervention (2008) Pilot Study – Davison, et. al. (University of Minnesota)
- 16. 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)
- 17. Example #1: Berkeley Brain Study Prior Knowledge and Experience Learning Environment Application and Assessment Internal Cognitive Processes
- 18. 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
- 19. 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
- 20. 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
- 21. Example #1: Berkeley Brain Study Prior Knowledge and Experience Learning Environment Application and Assessment Internal Cognitive Processes
- 22. 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
- 23. Example #3: 4,000 word intervention Study: Computer-based intervention to enhance vocabulary 1 st – 4 th Grade Students Pre- and Post-test on vocabulary
- 24. Example #3: 4,000 word intervention Results: Still in pilot stages Possible that intervention has an effect on vocabulary
- 25. Example #3: 4,000 word intervention Prior Knowledge and Experience Learning Environment Application and Assessment Internal Cognitive Processes
- 26. Example #3: 4,000 word intervention Learning Environment: Computer-based intervention Application and Assessment: Vocabulary tests Note: Intervention may help students “catch up.”
- 27. 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
- 28. 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)
- 29. 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
- 30. 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
- 31. 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
- 32. My Framework Prior Knowledge and Experience Learning Environment Application and Assessment Internal Cognitive Processes