the theoretical model of learning
program
Educational psychology
Lee, sunkyung
Two general questions
(1) Who is the subject of innovation?
- Researcher
- Teacher
- Policymaker
(2) Why we need reformation of teacher
training program?
- Change the meaning of a ‘good teacher’
Basic foundation for
reformation of program
• Design acquirement
(1) Domain-specificity
(2) Teacher as a leaner
• Goals of pre- and in-service teacher training
(1) Achieve deep understanding.
(2) Effective transfer and Problem-solving.
(3) Self-regulated learner.
(4) Enhancing intrinsic motivation.
The theoretical model for learning
program
Community
Learner
centered
Feedback
centered
Knowledge
centered
Science
centered
Pre- and In-service teacher
training program
• Reformation of the educational system
• Reformation of curriculum
• Reformation of course (classroom)
• Reformation of the educational system
(1) Pre-service
• Classroom size: 20-40
• Course years: 5 years (4; study & practice
and 1; real teaching practice or other
practice)
• Academic advisor system.
• Change the exam period.
(2) In-service
• Apprenticeship.
• Teacher consultants.
• Reformation of curriculum
(1)Pre-service
• Different kinds of practicing program:
the other kinds of practice (e.g. fields of
corporate education, human resources, school
counseling, family and parent education)
• Strengthening the GeoJick(교직)
subjects.
• Additional practice of teaching.
(2) In-service
• Model of expertise development.
• Focus on Professional development
• Reformation of course (classroom)
(1)Pre-service
-Motivation centered:
challengeable task,
proper difficulty level of task,
experiences of success,
utility, value
self-related and real-word related materials,
novel, creative, and surprising,
students’ goals and choice
-Learner centered:
write down the similar subjects, the main
concept, most interesting lecture style
and activates
Students’ goals and value
language practice
adjust the content or task-difficulty for
next learning
- Knowledge centered:
active learning: discussion, presentation, and
diverse activity
cooperative learning, peer learning, and
reciprocal teaching
Organizing the concepts or facts in own
words, diagrams, and pictures
textbook making
simulation situations; mentoring program or
after school teaching program
domain specific metacognitive and selfregulated learning strategies (e.g. check-lists)
- Feedback centered:
goals of course and appropriate lectures
assessments are conducted several times
(e.g. discussion, presentation, and
portfolios )
progress and multiple aspect of students’
learning process
process, rational, evidence, and reasoning
type of question
students evaluate and monitor themselves
- Science centered:
human cognitive structure and processes
similar and relevant topic together
cooperative learning and active learning
Use of technology
pole system, class talk
ipad or computer
avatar student and teacher
computer-based dynamic testing
- Community:
let’s suppose that there is a small
community with moderate or low SES
and placed in sub-urban
mentoring service, after school program
-> college students, adolescents, teachers,
parents
(2) In-service
-Motivation centered:
comfortable with the roles of learner
challengeable learner
incentives and rewards
students’ support and reorganization
-Learner centered:
Careful
individual interview or self-reports
broad data base related to teaching and
learning
- Knowledge centered:
subject matter content knowledge and strategies
additional course for pedagogical-content
knowledge
visit the other teachers’ class/ on- and off- line
interaction
Facilitate action research
writing of textbook
teachers to design and develop their own
professional development (establish their own
credo of education, understand their own strength and
know-how, and plan short-and long-term plan)
-Feedback centered:
Contest for effective teaching style,
environments, materials
computer-based dynamic feedback
programs
recertification of teacher license
- Science centered:
teach teachers human cognitive structure
and processes
with robust theoretical background and
evidences
- Community:
interaction and integration between
researcher and teachers (conference,
contest, and exhibition)
build joint endeavors (collaboration with
other teacher in class; expert and
assistant)
sharing about their teaching experiences,
students, and value
* (additional) Minimal guidance with considering
theoretical model of learning program.
1) Clarify students’ goals first and diagnose students’
prior knowledge, misconception and potentials.
2) Based on first, present the topics which will cover in
this course with information, instruction available
sources (e.g. books, articles, web-site, and video clip).
3) Choose specific two topics. And throughout discussion,
finally choose one topic.
4) Students research about the topic and draw specific
and interesting questions. And then present what he
or she did. (Assessment 1)
5) Student should give more specific feedback to the
student who presents the topic which was selected by
him or her at the first time. (Assessment 2)
6) So, the two students give feedback each other.
Through peer-interaction (e.g. discussion about
importance part of topic) students can elaborate
and integrate their knowledge of two topics.
(Assessment 3)
7) Based on activities that they were done, they write
the textbook for secondary students.
8) Once or twice a week, they meet the professor and
get feedback. Through this process, teacher gives
challengeable task or activities according to students’
abilities and makes student experience trial-anderror and finally success. (Assessment 4, 5, 6)
9) After the whole groups’ textbook are completed, the
each team present the results and get feedback
from other teams. (Assessment 7)
10) Finally, professor combines whole textbooks and
presents to all students. Looking over textbook they
reflect what they learn.
Mind and Brain
Sun-kyung Lee
How does brain work?
How do thought processes develop?
Faddish Concept in Brain Research
PET(Positron
emission tomography)
FMRI(Functional
magnetic resonance
imaging)
1. Learning changes the physical structure of the brain.
2. These structure changes alter the functional organization of the brain.
3. Different parts of the brain may be ready to learn at different times.
The Brain: Foundation for Learning
Some major questions
• How dose the brain develop?
• Are there stages of brain development?
• Are there critical periods when certain things must happen for the
brain to develop normally?
• How is information encoded in the developing and the adults nerve
system?
• How dose brain activity relate to behavior and learning?
• How does experience affect the brain?
• First, we have to know about some basic
characteristics of brain.
“Wiring Brain”
-Formation of Synaptic Connection-
1) Overproduction and loss
- Chiseling, pruning
- Early period
- Specific period
- Visual vs. Frontal cortex
2) Addition of new synapses
- Entire whole life span
- Experience & learning
- Memory
Experiences and Environments for
Brain Development
Experience
Brain
Learning
cell efficient
and powerful
Complex environment
more astrocyte (providing
the nutrients and removing
waste)
Learning from environment
and interaction with
social group
cerebral cortex
Greenough et al.,(1979)
Complex
communal
environment
Laboratory
environment
-Exploration and
play
-Object change
-Another set of
environment
-Live alone
-Barren cage
-Fewer error and
learn more quickly
(smarter)
-More synapses
per nerve in visual
cortex
Learning vs. Neural activity alone
• Black et al., (1990)
Acrobatic
Condition (AC)
Forced Exercise
Condition (FX)
Voluntary Exercise Inactive Condition
Condition
(IC)
(VX)
-see-saws, rope
bridge
-motor learning
-walked quickly on
a treadmill once a
day
-free access to a
running wheel
-control group
-no exercise
Localized Changes
• Specific task-> localized change in the
area of the brain appropriate to the task
Maze->visual area
Motor task-> cerebral cortex in
cerebellum
Activity of nerve cell>> New pattern of
organization>> “Structure change”
The Role of Instruction in Brain
Development
Language and Brain Development
• Experience in early childhood in
phonemes Ex) Japanese speakers: r and l
• Learning and new synapses throughout
life Ex) Cerebral cortical region: language and
higher cognitive function
Example of Effect of Instruction on
Brain Development
1) Deaf people-sign language
• Auditory system vs. Visual-spatial
• Use sign vs. not use sign
• Normal use sign vs. deaf use sign
2) Brain injury-instruction and practice
• Partial or total recovery
• Formation of new brain connection
Memory and Brain Process
• Two basic processes: Declarative and
Procedural memory
• Different features of learning-memory
ex) long-term memory-certain kinds of info.
• Mind-actively work in storing and recalling
“Remember something-not correct”
“Cognitive economy”
• False memory
Conclusion
Some major questions-> Do you find the answers?
• How dose the brain develop?
• Are there stages of brain development?
• Are there critical periods when certain things must happen for the
brain to develop normally?
• How is information encoded in the developing and the adults nerve
system?
• How dose brain activity relate to behavior and learning?
• How does experience affect the brain?