Annotated Bibliographies for Module 5
Driscoll, M. (2005). Psychology of learning for instruction (3rd ed., pp. 111-152). Boston, MA: Allyn and Bacon.
Driscoll (2005) provides an explanation of Ausubel’s meaningful reception learning, in addition to a discussion of schema theory. Ausubel differentiated between reception learning and discovery learning. In reception learning, Ausubel (1961) stated, “the entire content of what is to be learned is presented to the learner in its final form” (as cited in Driscoll, 2005, p. 115). In discovery learning, learners are required to “rearrange a given array of information, integrate it with existing cognitive structure, and reorganize or transform the integrated combination in such a way as to create a desired end product or discover a missing means-end relationship” (as Ausubel, 1961, as cited in Driscoll, 2005, p. 115). According to Ausubel ideas are organized into a cognitive structure according to theme and hierarchy, with anchoring points serving as the entry points for new information. Assimilation theory explains how new information may be added to this structure via derivative or correlative subsumption, or superordinate or combinational learning. Ultimately the most important factor in determining the level of learning that will occur is what the learner already knows.
Rumelhart (1980), defined schema as “a data structure for representing the generic concepts stored in memory” and schemata as “packets of knowledge” (as cited in Driscoll, 2005, p. 129). The processes of accretion, tuning, and restructuring are proposed to explain how changes occur in existing schema. Accretion can be equated to the learning of facts. Tuning occurs when changes in existing schema occur to coincide with experience. Finally, restructuring occurs when new schemata is created.
To create meaningful learning activating prior knowledge is essential, which can be accomplished with the use of advance organizers. Advance organizers are provided ahead of the lesson and prepare the learner for the new information that is to come. It is also important to make instructional materials meaningful, which can be accomplished with the use of comparative organizers, elaboration, conceptual models, and pedagogical models. Ultimately, the goal of educators is to facilitate students’ abilities to transfer what they have learned previously to new situations.
Driscoll, M. (2005). Psychology of learning for instruction (3rd ed., pp. 153-184). Boston, MA: Allyn and Bacon.
“The theory of situated cognition…claims that every human thought is adapted to the environment, that is, situated, because what people perceive, how they conceive of their activity, and what they physically do develop together” (Clancey, 1997, as cited in Driscoll, 2005, p. 157). Theories in situated cognition moved from investigating the individual as the framework for learning, to the community as the framework for learning. Individual learners are assumed to participate in multiple communities and gain their identities according to these communities.
Lave and Wenger (1991), define legitimate peripheral participation as “defining ways of belonging to a community of practice” (as cited in Driscoll, 2005, p. 165). Three levels of participation are identified and include levels for individuals, communities, and organizations. The term learner trajectory is used to describe how a learner’s participation changes over time, and includes peripheral, inbound, insider, boundary and outbound trajectories. Another model of cognition is semiosis, which is defined as “the continuously dynamic and productive activity of signs” and that an individual’s understanding of the world is a function of these signs (Whitson, 1997, as cited in Driscoll, 2005, p. 170).
Proponents of these models support viewing education within the scope of the community, and the learner’s identity within this community. Cognitive apprenticeships are recommended as a method for providing the learner with an opportunity to take part in a community of practice. Anchored instruction, which provides an avenue for students to become involved in a story and to solve problems is offered as another strategy for addressing situated cognition. Learning communities are recommended as an avenue for establishing a community of learners in which each member has something to offer the group. The group works collaboratively and is not solely directed by the teacher. Assessment must also reflect these types of learning. Assessment should include a diagnosis of problems, summary statistics to show patterns, and a portfolio to demonstrate the learner’s progress.
Driscoll, M. (2005). Psychology of learning for instruction (3rd ed., pp. 111-152). Boston, MA: Allyn and Bacon.
Driscoll (2005) provides an explanation of Ausubel’s meaningful reception learning, in addition to a discussion of schema theory. Ausubel differentiated between reception learning and discovery learning. In reception learning, Ausubel (1961) stated, “the entire content of what is to be learned is presented to the learner in its final form” (as cited in Driscoll, 2005, p. 115). In discovery learning, learners are required to “rearrange a given array of information, integrate it with existing cognitive structure, and reorganize or transform the integrated combination in such a way as to create a desired end product or discover a missing means-end relationship” (as Ausubel, 1961, as cited in Driscoll, 2005, p. 115). According to Ausubel ideas are organized into a cognitive structure according to theme and hierarchy, with anchoring points serving as the entry points for new information. Assimilation theory explains how new information may be added to this structure via derivative or correlative subsumption, or superordinate or combinational learning. Ultimately the most important factor in determining the level of learning that will occur is what the learner already knows.
Rumelhart (1980), defined schema as “a data structure for representing the generic concepts stored in memory” and schemata as “packets of knowledge” (as cited in Driscoll, 2005, p. 129). The processes of accretion, tuning, and restructuring are proposed to explain how changes occur in existing schema. Accretion can be equated to the learning of facts. Tuning occurs when changes in existing schema occur to coincide with experience. Finally, restructuring occurs when new schemata is created.
To create meaningful learning activating prior knowledge is essential, which can be accomplished with the use of advance organizers. Advance organizers are provided ahead of the lesson and prepare the learner for the new information that is to come. It is also important to make instructional materials meaningful, which can be accomplished with the use of comparative organizers, elaboration, conceptual models, and pedagogical models. Ultimately, the goal of educators is to facilitate students’ abilities to transfer what they have learned previously to new situations.
Driscoll, M. (2005). Psychology of learning for instruction (3rd ed., pp. 153-184). Boston, MA: Allyn and Bacon.
“The theory of situated cognition…claims that every human thought is adapted to the environment, that is, situated, because what people perceive, how they conceive of their activity, and what they physically do develop together” (Clancey, 1997, as cited in Driscoll, 2005, p. 157). Theories in situated cognition moved from investigating the individual as the framework for learning, to the community as the framework for learning. Individual learners are assumed to participate in multiple communities and gain their identities according to these communities.
Lave and Wenger (1991), define legitimate peripheral participation as “defining ways of belonging to a community of practice” (as cited in Driscoll, 2005, p. 165). Three levels of participation are identified and include levels for individuals, communities, and organizations. The term learner trajectory is used to describe how a learner’s participation changes over time, and includes peripheral, inbound, insider, boundary and outbound trajectories. Another model of cognition is semiosis, which is defined as “the continuously dynamic and productive activity of signs” and that an individual’s understanding of the world is a function of these signs (Whitson, 1997, as cited in Driscoll, 2005, p. 170).
Proponents of these models support viewing education within the scope of the community, and the learner’s identity within this community. Cognitive apprenticeships are recommended as a method for providing the learner with an opportunity to take part in a community of practice. Anchored instruction, which provides an avenue for students to become involved in a story and to solve problems is offered as another strategy for addressing situated cognition. Learning communities are recommended as an avenue for establishing a community of learners in which each member has something to offer the group. The group works collaboratively and is not solely directed by the teacher. Assessment must also reflect these types of learning. Assessment should include a diagnosis of problems, summary statistics to show patterns, and a portfolio to demonstrate the learner’s progress.