1Physics 4810 / 7810 Week 4 - Rockin!Day 7: Fa2008:Digging into TheoryTheory without practice is empty;practice without theory is blind- adapted from KantCan I have some up liftingmessages or examples ofstudents understanding andprospering?Admin Good Work / Discussions Fieldwork / Sites - it’s okay to swap &adapts Always good to think about projects But don’t stress Steady continual progress is what we seek Signup for Topic to lead!Today Really about Theory More on practical implications Thurs JITT ILDs etc But I can’t resist: “What’s the deal? Is anyone using JiTT?” “Is it as good as it sounds? Why isn'tanyone at this school using it?” Yes… this slide is JITTMore JITT “Why do we skip individuality principleand social learning principle?” We won’t … “ I hear a lot about this Piaget character.Who is he, and does he have anythinginteresting to say? Why does he get citedso much?” Swiss Psychologist 1896-1980 oftenconsidered the father of moderneducational theorymore at:http://en.wikipedia.org/wiki/Schemata_theoryBut my favorite JiTTI thought Sagredo was a ʻvirtual colleague’(pg. 8). Nowheʼs cropping up in more and more legitimateanecdotes. Whatʼs going on? Are the anecdotes madeup by Redish to help him make a point? Or is Redishusing the name Sagredo to protect real colleagueʼs selfesteems? Or is Redish going crazy?!From: Edward RedishDate: September 16, 2008 11:45:25 AM MDTAll of the above, Noah. #All of the above.Model of student learning?Instructionvia transmissionIndividual Content (E/M)transmissionist2socio-cultural modelsFocus on models ofcognitioncognitive modelsneuro modelsUnderstanding Terms / ideascomfortable with the following ideas?- instructionism vs. constructivism- prior knowledge- assimilation- accommodation- consturctionism- coaching, scaffolding,A puzzlePlace all the numbers in the square so all rows,columns, diagonals add up the same1, 2, 3, 4, 5, 6, 7, 8, 9Redish: Constructivism &General Principles What are his principles and what’smissing?The constructivism principlePrinciple 1: Individuals build their knowledgeby making connections to existingknowledge; they use this knowledge byproductively creating a response to theinformation they receive.BootstrappingConstructivism as a whole sounds like aprofound thought, and it is...but it bugsme to say that we can't learn anythingtotally new and different. How doesteaching of concepts begin? What's theultimate First Concept (here I'm thinkingof St. Thomas' First Mover argument)? Forexample, how does one teach aboutatoms?3Context PrinciplePrinciple 2: What people construct dependson the context – including their mentalstates.Context How can we get students realize thisin practice (use in everyday life)? Really? is this all there is to context?Change PrinciplePrinciple 3: It is reasonably easy to learnsomething that matches or extends an existingschema, but changing a well-establishedschema substantially is difficult.Corollary 3.1 It's hard to learn something we don'talmost already know.Corollary 3.2 Much of our learning is done byanalogy.Corollary 3.3 “Touchstone” problems and examplesare very important.Corollary: 3.4 It is very difficult to change anestablished mental model.Touchstone problems 1) I like the idea of "touchstone"problems. What would be the resultif, on each CAPA, students wereasked what they felt the mostimportant or fundamental problemwas? (i.e. pick a "touchstone"problem) Would it be more or lesseffective than an instructor saying"This is important, remember this"?PER Theoretic BackgroundInstructionvia transmissionIndividual Content (E/M)transmissionistIndividualPrior knowledgeContent (E/M)ConstructionconstructivistconstructivistDeno’s “Given-New” Principle New information should always be presentedin a context that is familiar to the reader andthe context should be established first. - From Redish from Clark 19754Let’s apply what we learned I want you to memorize the followingnumber in order 3 7 3 2 3 7 1 9 4 5 5 3 0 1 7G. Miller - magic number: 7 +/- 27 +/- 2 is that it?Now try the following:1 7 76 1 8 6 5 1 9 4 5 2 0 0 8Does chunking work for anything?d l sk e lt y ux b mj o ro h kc a td o gt a gg y mo a rl u gt h eb i gd o gr a nt o of a rPosner: Theory ofAccommodation Key: first instance of theoretical basis forlearning COUPLE with mechanism What are conditions for accommodation? What is a conceptual ecology? What is Einstein’s epistemology and why doesthis matter?Utility of elicit-confront-resolveTutorials based on this approach (partly)Example?Consider ‘Heavier Object Fall Faster thanLight Objects”What is a way to confront?Come up with examples of utility (Tutorials)for Thurs [modify hw question]?What’s missing? Is there more than content & are theseelements separable from content? What is the impact of elicit-confront-resolveepistemologically (belief about knowing)? Are concepts unitary? Does context matter and what is
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