PSY406 Highlighted Handouts by VU Topper RM

Table of Contents:

Lesson 01 Teachers and Teaching of Educational Psychology I Lesson 02 Teachers and Teaching of Educational Psychology II Lesson 03 Teachers and Teaching of Educational Psychology III Lesson 04 Cognitive Development and Language I Lesson 05 Cognitive Development and Language II Lesson 06 Cognitive Development and Language III Lesson 07 Cognitive Development and Language IV Lesson 08 Personal Social and Emotional Development I Lesson 09 Personal Social and Emotional Development II Lesson 10 Learner Differences I Lesson 11 Learner Differences II Lesson 12 Learner Differences III Lesson 13 Culture and Community I Lesson 14 Culture and Community II Lesson 15 Culture and Community III Lesson 16 Behavioral Views of Learning I Lesson 17 Behavioral Views of Learning II Lesson 18 Behavioral Views of Learning III Lesson 19 Cognitive Views of Learning I Lesson 20 Cognitive Views of Learning II Lesson 21 Cognitive Views of Learning III Lesson 22 Complex Cognitive Processes I Lesson 23 Lesson 24 Lesson 25 Lesson 26 Social Cognitive and Constructivist Views of Learning II Lesson 27 Social Cognitive and Constructivist Views of Learning III Lesson 28 Motivation in Learning and Teaching I Lesson 29 Motivation in Learning and Teaching II Lesson 30 Motivation in Learning and Teaching III Lesson 31 Creating Learning Environment I Lesson 32 Motivation in Learning and Teaching IV Lesson 33 Creating Learning Environment II Lesson 34 Teaching for Academic Learning I Lesson 35 Teaching for Academic Learning II Lesson 36 Teaching for Academic Learning III Lesson 37 Teaching for Self-Regulation, Creativity and Tolerance I Lesson 38 Teaching for Self-Regulation, Creativity and Tolerance II Lesson 39 Teaching for Self-Regulation, Creativity and Tolerance III Lesson 40 Standardized Testing I Lesson 41 Standardized Testing II Lesson 42 Standardized Testing III Lesson 43 Classroom Assessment and Grading I Lesson 44 Classroom Assessment and Grading II

Lesson 23

(Learning Strategies)

This lecture is about the differences between how an expert solves problem, learns and retrieves solutions, and how does a non-expert, a novice does these things. In fact, problem-solving involves at least two levels of intentions: an expert solves problem in a distinctive and expert manner as compare to non-expert. By adopting the procedure of problem solving, any novice can become an expert. Research has shown that experts have rich storehouses of three kinds of knowledge, namely:

(a) Declarative knowledge: is about facts and figures. (b) Procedural knowledge: is about different procedures adopted in different life situation (c) Conditional knowledge: tells how things operate.

These stores houses help a person to become an expert and distinguish him/her from the lay person. Along with the knowledge of these three houses, experts usually organize their knowledge in a way that can truly help to solve the problem. Another important point is that experts organize around a central principle. They pay attention to smaller specific details and then they can move towards the larger whole and using that larger whole to understand the central principle. This is a psychology of an expert. Opposed to that approach, the non experts or novices firstly lack those three big store houses of knowledge and in addition, they organize and pay attention to smaller, specific details rather than the whole central principle of what they are learning. So, making use of that know-how you can as a student become an “expert learner” or “expert student”? You can become an expert student by adopting “learning strategies” and learning tactics” and their use as an experts do to organize information:

I. Build storehouse of knowledge II. Pay attention to details III. And organize in a wholesome manner

Learning Strategies for Student-Experts

Learning strategies are the overall plans for learning. And learning tactics are the specific techniques of putting the overall plan into operation. Teachers should also provide additional information to their students to become expert students. One should keep in mind that not only words are transferring information but information can also be provided non-verbally. As information is a continuous process. Coronation day.

Additional knowledge and Motivation

Research has shown that students, in order to become “experts” must adopt different strategies for different times and subjects. It also shows that students should be given and gathers additional knowledge, to become expert students. They should be motivated to learn even outside the classroom. Motivation is very important; they should be motivated to apply the techniques of expert learning, Students should be clearly taught and must know these techniques of expert learning. Students, for example should focus attention, adopt self questioningand relate what they are learning to what they have already learnt. Teachers should provide an opportunity to relate their present knowledge to their already existing knowledge.

Summarizing the Material

Another important technique in this regard is to decide what is important that should be learnt, and what is less important that may require less attention. Once these important and less important elements have been identified then the learnt materials should be made into summaries. Summaries involve the following important steps and procedures a. It should be short and easy to learn. b. It should identify and clearly state the big ideas or the central ideas of the material. c. It should not contain redundant information. Redundant information may be related to the topic but is indirectly related to the central idea.

Highlighting the Selective Material

Another technique on the way to become expert student is using procedures of Underlining and highlighting. Some points are very important so they can be highlighted by using highlighter or by underlining the statement. In highlighting and underlining the following must be kept in mind by the students: (a) They should highlight /underline in selective manner. Too much material must not be highlighted or underlined; only important/selective material should be highlighted. (b) Students should transform information into their own words. (c) Students should make diagrams on their own that illustrates what they are learning.

Notes Taking

Another technology in becoming an expert student is to take notes of lecturers. Research shows that taking of notes in themselves, is a process that facilitates learning, even when the notes may not be studied after words. It is like revising the lesson. It helps to store key ideas and central concepts therefore it helps and facilitates learning. They should pick up the key words/key phrases while listing the lecture; it will help you to remember the material or long time. While taking notes personal codes and other personal inputs may be used that helps learning. Like for example, to save the time and to grasp the full idea, you can write attn. instead of attention while talking notes. This is an example of your personal codes. Researchers have found that taking notes keeps the students focus in boundaries so attention does not distract and it helps to foster the learning process. Those students who adopt all/most of the above mentioned techniques tend to become better, “experts” students as compared to others.