1	Cognitive Learning Theory
2	Evolution of Learning Theories
3	Metaphors for the Brain
4	Cognitive Learning Theory Internal, mental phenomenon Focus on cognitive processes Processing information Constructing knowledge
5	Hemisphericity Theory
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7	Bilateralization
8	The Human Brain
9	Triune Brain Theory
10	Emotions & Emotional States
11	Stress and Learning
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16	Memory Processes Storage Putting new information into memory Encoding Changing information to store it Retrieval “Remembering” stored information
17	Information Processing Model
18	Sensory Memory or Register
19	Working Memory
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21	Long-Term Memory
22	Long-Term Memory Pathways
23	Multiple Memory Locations
24	Attention and Learning Why is attention important? How can you increase attention? Reduce distracting stimuli Visually highlight materials Use verbal cues Present lessons dynamically Draw on students’ personal interests and experiences
25	Encoding for LTM Storage
26	Semantic Encoding -- Constructivist
27	Why Do We “Forget”? Failure to retrieve Cannot find a mental “pathway” of association Help students relate new information to prior knowledge Reconstruction error Can remember some but has trouble filling in gaps Help students with important details
28	Why Do We “Forget”, cont. Interference Associations interfering with one another Help students with misconceptions Promote meaningful learning Decay Information has “weakened” over time Review regularly Failure to store Never processed into LTM Promote encoding for LTM storage
29	Prior Learning & Transfer Past learning’s effect on new learning is determined by transfer Factors affecting transfer Similarity Critical attributes Association Context and degree of learning
30	Effects of Increased Wait Time Increased student participation\ Increased student participation Better quality of responses Better classroom performance Changes in teacher behavior Different kinds of questions Increased flexibility in teaching Higher expectations
31	Promoting Conceptual Change Identify existing misconceptions before instruction begins Show students how new information contradicts their current beliefs Provide students reasons for revising their thinking about a topic Monitor students’ understandings before, during, and after teaching
32	Promoting Knowledge Construction Focus on an in-depth understanding of a few key ideas Provide opportunities for experimentation Promote free exchange of ideas Include authentic activities
33	Gagné’s Meaningful Learning Instruction is hierarchical Subordinate to final task Gain attention Prior learning Objectives Clear material Learning guidance Elicit performance that uses new learning Feedback Learner’s performance Future practice
34	Ausubel’s Meaningful Reception “The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly.” Prior knowledge + Association = Meaningful General ideas first then more specific Advance organizers for new concepts Avoid rote memorization Concept mapping
35	Bruner’s Discovery Learning Experiences & context important Spiral organization – simple to complex Fill in gaps and extrapolation Information not presented in final form Learner more active and involved Constructivist approach
36	Two Approaches Traditional Part to whole Fixed curriculum Texts and workbooks “Blank slates” Didactic Correction is validation Assessment separate from teaching Individual work Constructivist Whole to part Student questioning Other sources Thinkers Interactive Students’ perceptions Assessment interwoven Group work