Admin Physics 4810 7810 Week 4 Rockin Day 7 Fa2008 Digging into Theory Theory without practice is empty practice without theory is blind adapted from Kant Can I have some up lifting messages or examples of students understanding and prospering 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 More JITT Really about Theory More on practical implications Thurs Why do we skip individuality principle and social learning principle We won t I hear a lot about this Piaget character Who is he and does he have anything interesting to say Why does he get cited so much Swiss Psychologist 1896 1980 often considered the father of modern educational theory more at http en wikipedia org wiki Schemata theory 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 t anyone at this school using it Yes this slide is JITT But my favorite JiTT I thought Sagredo was a virtual colleague pg 8 Now he s cropping up in more and more legitimate anecdotes What s going on Are the anecdotes made up by Redish to help him make a point Or is Redish using the name Sagredo to protect real colleague s self esteems Or is Redish going crazy Model of student learning tr a n sm Individual is s i oni Instruction via transmission Content E M st From Edward Redish Date September 16 2008 11 45 25 AM MDT All of the above Noah All of the above 1 Focus on models of cognition neuro models cognitive models socio cultural models A puzzle Place all the numbers in the square so all rows columns diagonals add up the same Understanding Terms ideas comfortable with the following ideas instructionism vs constructivism prior knowledge assimilation accommodation consturctionism coaching scaffolding Redish Constructivism General Principles What are his principles and what s missing 1 2 3 4 5 6 7 8 9 The constructivism principle Bootstrapping Principle 1 Individuals build their knowledge by making connections to existing knowledge they use this knowledge by productively creating a response to the information they receive Constructivism as a whole sounds like a profound thought and it is but it bugs me to say that we can t learn anything totally new and different How does teaching of concepts begin What s the ultimate First Concept here I m thinking of St Thomas First Mover argument For example how does one teach about atoms 2 Context Principle Context Principle 2 What people construct depends on the context including their mental states How can we get students realize this in practice use in everyday life Really is this all there is to context Change Principle Touchstone problems Principle 3 It is reasonably easy to learn something that matches or extends an existing schema but changing a well established schema substantially is difficult 1 I like the idea of touchstone problems What would be the result if on each CAPA students were asked what they felt the most important or fundamental problem was i e pick a touchstone problem Would it be more or less effective than an instructor saying This is important remember this Corollary 3 1 It s hard to learn something we don t almost already know Corollary 3 2 Much of our learning is done by analogy Corollary 3 3 Touchstone problems and examples are very important Corollary 3 4 It is very difficult to change an established mental model PER Theoretic Background tr a n sm con str Individual is s i oni Prior knowledge iv is Content E M st Individual uct Instruction via transmission Construction constructivist Content E M Deno s Given New Principle New information should always be presented in a context that is familiar to the reader and the context should be established first From Redish from Clark 1975 t 3 Let s apply what we learned 7 2 is that it I want you to memorize the following number in order Now try the following 1 7 76 1 8 6 5 1 9 4 5 2 0 0 8 373237194553017 G Miller magic number 7 2 Does chunking work for anything d k t x j o l e y b o h s l u m r k c d t g o l a o a y a u t g g m r g t b d r t f h i o a o a e g g n o r Utility of elicit confront resolve Tutorials based on this approach partly Example Consider Heavier Object Fall Faster than Light Objects What is a way to confront Posner Theory of Accommodation Key first instance of theoretical basis for learning COUPLE with mechanism What are conditions for accommodation What is a conceptual ecology What is Einstein s epistemology and why does this matter What s missing Is there more than content are these elements separable from content What is the impact of elicit confront resolve epistemologically belief about knowing Are concepts unitary Does context matter and what is context Come up with examples of utility Tutorials for Thurs modify hw question 4