Meaningful Learning in an Information Age Mark Grabe

Meaningful Learning in an Information Age

Mark Grabe

Copyright © Houghton Mifflin Company. All rights reserved.

2-2

Cognitive Models of School Learning

Organized on Two Levels Fundamental properties of mental

activity Conceptual issues in teaching and

learning


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Fundamental Properties Represented as Information Processing

Describe movement and manipulation of information within the human information processing system.

How might characteristics of the system inform instructional decisions?


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Components of Information Processing System

Stores - hold information Processes - mental actions Executive mechanism - control and

evaluate


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Stores

Sensory Memory - less than a second

Short Term Memory - consciousness

Long Term Memory - permanent storage


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Short Term Memory

Equivalent to consciousness - information presently in your awareness

Sometimes called working memory - reference is to this store as the location of activities of learning and thinking

Operates with duration and capacity limits


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Short Term Memory Limits Duration and capacity limits

establish some educational goals Automatic word recognition Keyboarding speed

Efficient practice involving drill software may be solution

Skills are mastered so capacity is available for higher level skills (reading comprehension, writing)


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Long Term Memory

Stored products of learning and experience Declarative knowledge - knowing

that Procedural knowledge - knowing

how Episodic knowledge -

representation of an experience


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Episodic Memory

Is storing experiences rather than abstracted concepts, principles, etc. useful?

Experts appear to use experiences as well as abstractions. Have done the mental work of

indexing experiences.


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Long Term Memory Is Linked Contents of LTM are linked Pattern of links is unique to

individual learner Links are important in recall and in

what additional information “comes to mind.”

Effective learning requires both content and meaningful links.


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Processes - The Actions of Learning and Thinking Some general categories of

activities: Attend to - maintain in

consciousness Link - connect units of information Elaborate - act on information to

produce knowledge through connection and inferencing.

Evaluate - determine if mental state is as desired or expected.


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Metacognition

Accounts for the adaptive and strategic nature of learning and thinking.


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Metacognition Knowledge Metacognitive knowledge -

awareness of task requirements and personal characteristics What does it take to perform this

task? Why is this task difficult or easy for

me? Example - what is demanded in an

essay vs. multiple-choice test?


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Metacognitive Control Functions Planning Regulating Evaluating

Is this making sense? (reading)


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Learner Control Vs. Computer Control If metacognitive skills are suspect,

should control of learning experiences be turned over to a computer? Determine number of practice

problems Determine when to go on to new

material Learner control with advisement as

a compromise.


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Conceptual Models of School Learning A conceptual focus on:

Instructional goals Preferred instructional practices Ideal student behaviors


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Conceptual Models of School Learning Meaningful learning (Ausubel) Generative learning (Wittrock) Constructivism


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Meaningful Learning Meaningful learning occurs when

new experiences are related to what is already known.

Rote learning occurs when information is stored in isolation


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Assumptions of Meaningful Learning Learner has knowledge relevant to

new experiences. Learner is motivated to develop

connections between new experiences and what is known.


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Dimensions for Describing Learning Experiences Rote - Meaningful Reception - Discovery

Rote

Meaningful

Reception Discovery


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Placements of Activities Within Dimensions

Rote

Meaningful

Reception Discovery

Drill and Practice

School Laboratories

Lecture and Textbook

Good Simulations

Original Projects


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Hands On ≠ Minds On

Important to note that not all activity promotes meaningful learning


2-23

Generative Learning - Wittrock Importance of connection between

new experiences and existing knowledge

External tasks can influence mental activity


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Constructivism

No single “official” version Most commonly accepted

principles Understanding is constructed by

each individual Learning serves an adaptive

function


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Implications of Constructivist Principles Student responsible for own

learning Context influences what is

perceived as useful Purpose of education is to build

useful personal knowledge


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Common Conceptual Themes Learning is active Learning is adaptive Learning builds on what is known


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Implications for Practice Concept of authentic activities Problem of inert knowledge Higher order thinking Learning in a social context


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Authentic Activities

Ordinary practices of a culture How can learners experience the

role of a practitioner?


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Inert Knowledge

Useful knowledge that is not activated

How can classroom experiences challenge naïve beliefs?


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Higher-Order Thinking Sounds good -- what is it? Criteria

Complex - entire process may not be clear from beginning

Effortful - motivated thinking Self-regulated - planning and

monitoring Often requires judgment - evaluate

alternatives


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Problem Solving

Overcome an obstacle to reach a goal Recognize a problem Represent problem Select strategy Implement Strategy Evaluate and possibly repeat


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Critical Thinking

Evaluation to achieve a reasoned choice Locate appropriate information Evaluate information source Weigh evidence to make decision

or take position


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Social Context of Learning Construct personal understanding

within a social context Views of others part of external

experience Interaction limits idiosyncratic

models of the world


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Structuring A Productive Social Context Cognitive apprenticeship Cooperative learning Learning communities


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Cognitive Apprenticeship Collaboration with a skilled

practitioner Typically the teacher

Explain cognitive behaviors while working on tasks

Example - Reciprocal teaching Application - take on new

challenges with students


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Cooperative Learning Students work together on learning

task. Group investigation appropriate to

many projects in book. Students must learn to work

cooperatively. Cannot assume cooperative

projects will go well.


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Learning Communities Teachers and students work on

long term projects. Authentic and challenging tasks

work best.


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Project Based Learning Practical method for combining

authentic activities and cooperative learning.

Book contains many examples of projects using technology tools.


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Preview of Priorities

Technology can play many roles and many are reviewed

Areas of Emphasis Computer tools and learning

Increase efficiency of student work Encourage “thinking” –

“opportunities get taken” Learning by constructing

multimedia

Documents

Meaningful Learning in an Information Age Mark Grabe