Getting Prepared for Class: 9/3 <ul><li>Pick up your clicker! </li></ul><ul><li>Log onto MOODLE </li></ul><ul><ul><li>Down...
Agenda Sept. 3, 2009 <ul><li>Me too! : Q & A Format & Mini Quiz </li></ul><ul><li>Recap: “Knowing” from Cognitive Science ...
Recap: Nature of “Knowing” <ul><li>Information Processing Theory </li></ul><ul><ul><li>(STM) We know because we “perceived...
Recap: Nature of “Knowing” <ul><li>Defining Intuition from Cognitive Science:  </li></ul><ul><ul><li>Reflect lack of knowl...
How can I distinguish between  my stereotypes and my expertise ? <ul><li>Executive Control Processes => Ability to Monitor...
Self-Regulation <ul><li>Effortful, Self-Sustaining </li></ul><ul><ul><li>Problem Solving Skill => Involves being Metacogni...
Where is the ‘self’ in self-regulation?
Do you think you can really  thin slice   a person’s personality? <ul><li>Yes </li></ul><ul><li>No </li></ul><ul><li>Absta...
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Is this person  talkative ? <ul><li>Not at All </li></ul><ul><li>A Little </li></ul><ul><li>Somewhat </li></ul><ul><li>Fre...
Does this person tend to  find fault  with others? <ul><li>Not at All </li></ul><ul><li>A Little </li></ul><ul><li>Somewha...
Is this person  original  and  independent  in their thinking ? <ul><li>Not at All </li></ul><ul><li>A Little </li></ul><u...
Is this person  reserved ? <ul><li>Not at All </li></ul><ul><li>A Little </li></ul><ul><li>Somewhat </li></ul><ul><li>Freq...
Is this person  disciplined ? <ul><li>Not at All </li></ul><ul><li>A Little </li></ul><ul><li>Somewhat </li></ul><ul><li>F...
Is this person  reserved ? <ul><li>Not at All </li></ul><ul><li>A Little </li></ul><ul><li>Somewhat </li></ul><ul><li>Freq...
Is this person  helpful   and  unselfish  with others ? <ul><li>Not at All </li></ul><ul><li>A Little </li></ul><ul><li>So...
Comparing Thin Slicing to Thick Slicing Average Years Known :  22.5 Years
Can you  thin slice  a person’s personality?  ( someone you’ve NEVER met!?!?! ) <ul><li>Yes </li></ul><ul><li>No </li></ul...
How do Cognitive Scientists Understand the ‘Self’ : Self-Concept <ul><li>Schema Theory Perspective </li></ul><ul><ul><li>S...
Where is the ‘self’ in self-regulation?
Causal Attributions
Comprehension Check Module 29:   Dweck describes an ‘entity’ view of intelligence as: <ul><li>Beliefs about personal compe...
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EdPsychSelfRegulation

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This is a lesson I use in my introductory Educational Psychology course to get students to think about the nature of the "self". In my class we read Malcolm Gladwell's (2000) text blink as a companion to our text book. In this class we reenact the 'bedroom study' Gladwell describes in Ch2. Students view photographs of a professors office and are asked to rate their personality along the "Big 5" dimensions. We then compare their ratings with ratings made of the professor's closest friends and relatives. The findings are pretty convincing. However, students are left with a 'bad' taste in their mouth. Even if we can 'reduce' people down to their Big 5 characteristics - is that ALL that comprises their 'self.' At the end of this class, I invite students to generate a list of the kinds of characteristics we generally think comprise our sense of 'self' beyond the Big 5 characteristics.

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EdPsychSelfRegulation

  1. 1. Getting Prepared for Class: 9/3 <ul><li>Pick up your clicker! </li></ul><ul><li>Log onto MOODLE </li></ul><ul><ul><li>Download handouts for today </li></ul></ul><ul><ul><li>Complete the quick write: Unconscious Processing </li></ul></ul><ul><ul><ul><li>“ On p. 15 of blink, Gladwell writes that our unconscious, our intuitive judgments, can be fallible. Based on what you learned in Modules 18, 19, & 20 under what conditions can we trust our intuition?” </li></ul></ul></ul><ul><li>Complete the TWO Me Too! </li></ul><ul><ul><li>Q & A Format </li></ul></ul><ul><ul><li>Blink mini-quiz </li></ul></ul>
  2. 2. Agenda Sept. 3, 2009 <ul><li>Me too! : Q & A Format & Mini Quiz </li></ul><ul><li>Recap: “Knowing” from Cognitive Science Perspective </li></ul><ul><li>Executive Processing </li></ul><ul><ul><li>Metacognition </li></ul></ul><ul><ul><li>Self-Regulation </li></ul></ul><ul><li>What is a ‘self’ </li></ul><ul><ul><li>Thin Slicing the Self </li></ul></ul><ul><ul><li>The P-Word in Education </li></ul></ul>
  3. 3. Recap: Nature of “Knowing” <ul><li>Information Processing Theory </li></ul><ul><ul><li>(STM) We know because we “perceived” it </li></ul></ul><ul><ul><li>(WM) We know because we “processed” of it </li></ul></ul><ul><ul><li>(LTM) We know because we can “recognize”/ “recall” it </li></ul></ul><ul><li>“ Knowing” means different things based on the framework you are using: </li></ul><ul><ul><li>Novice ( belief structure, stereotype) </li></ul></ul><ul><ul><li>Developing Expertise </li></ul></ul><ul><ul><li>Expert </li></ul></ul>
  4. 4. Recap: Nature of “Knowing” <ul><li>Defining Intuition from Cognitive Science: </li></ul><ul><ul><li>Reflect lack of knowledge (stereotype) vs. expertise? </li></ul></ul><ul><ul><li>Result of belief structure (moral framework) vs. years of reasoning? </li></ul></ul><ul><li>Why care? </li></ul><ul><ul><li>“ Teaching is all about judgment…. Situated judgment.” M. Frank Pajares </li></ul></ul><ul><ul><li>Teachers carry beliefs / values / novice schemas into the classroom </li></ul></ul>
  5. 5. How can I distinguish between my stereotypes and my expertise ? <ul><li>Executive Control Processes => Ability to Monitor our Own Learning Processes </li></ul><ul><li>Metacognition / Self-Regulation: </li></ul><ul><ul><li>Awareness of your own thinking processes </li></ul></ul><ul><ul><ul><li>Knowing what you know (declarative knowledge) </li></ul></ul></ul><ul><ul><ul><li>Knowing how to use what you know (procedural knowledge) </li></ul></ul></ul><ul><ul><ul><li>Knowing when and why to use what you know in order to accomplish a goal (conditional knowledge) Planning, monitoring, evaluating </li></ul></ul></ul><ul><ul><li>‘ becoming knowledgeable’ </li></ul></ul><ul><ul><li>Being Strategic! </li></ul></ul><ul><ul><li>Learning to Self- Regulate </li></ul></ul>
  6. 6. Self-Regulation <ul><li>Effortful, Self-Sustaining </li></ul><ul><ul><li>Problem Solving Skill => Involves being Metacognitive </li></ul></ul><ul><ul><ul><li>Identify a “goal” </li></ul></ul></ul><ul><ul><ul><li>Break down complex problems into subcomponents </li></ul></ul></ul><ul><ul><ul><li>Identify “strategies” </li></ul></ul></ul><ul><ul><ul><li>Accomplish sub-goals </li></ul></ul></ul><ul><ul><ul><li>Reflect on successes and failures </li></ul></ul></ul><ul><ul><ul><li>Modify goals or strategies </li></ul></ul></ul><ul><li>Three Iterative Phases </li></ul><ul><ul><li>Forethought (Task Analysis; Self-Efficacy) </li></ul></ul><ul><ul><li>Performance (Skill Selection and Enactment) </li></ul></ul><ul><ul><li>Self-Reflection (Evaluation and Feedback) </li></ul></ul>
  7. 7. Where is the ‘self’ in self-regulation?
  8. 8. Do you think you can really thin slice a person’s personality? <ul><li>Yes </li></ul><ul><li>No </li></ul><ul><li>Abstain </li></ul><ul><li>Personality Theory: The BIG Five </li></ul><ul><li>Openness to Experience </li></ul><ul><li>Conscientiousness </li></ul><ul><li>Extraversion </li></ul><ul><li>Agreeableness </li></ul><ul><li>Neuroticism </li></ul>Answer Now!
  9. 23. Is this person talkative ? <ul><li>Not at All </li></ul><ul><li>A Little </li></ul><ul><li>Somewhat </li></ul><ul><li>Frequently </li></ul><ul><li>Very </li></ul>9
  10. 24. Does this person tend to find fault with others? <ul><li>Not at All </li></ul><ul><li>A Little </li></ul><ul><li>Somewhat </li></ul><ul><li>Frequently </li></ul><ul><li>Very </li></ul>0
  11. 25. Is this person original and independent in their thinking ? <ul><li>Not at All </li></ul><ul><li>A Little </li></ul><ul><li>Somewhat </li></ul><ul><li>Frequently </li></ul><ul><li>Very </li></ul>10
  12. 26. Is this person reserved ? <ul><li>Not at All </li></ul><ul><li>A Little </li></ul><ul><li>Somewhat </li></ul><ul><li>Frequently </li></ul><ul><li>Very </li></ul>0
  13. 27. Is this person disciplined ? <ul><li>Not at All </li></ul><ul><li>A Little </li></ul><ul><li>Somewhat </li></ul><ul><li>Frequently </li></ul><ul><li>Very </li></ul>0
  14. 28. Is this person reserved ? <ul><li>Not at All </li></ul><ul><li>A Little </li></ul><ul><li>Somewhat </li></ul><ul><li>Frequently </li></ul><ul><li>Very </li></ul>0
  15. 29. Is this person helpful and unselfish with others ? <ul><li>Not at All </li></ul><ul><li>A Little </li></ul><ul><li>Somewhat </li></ul><ul><li>Frequently </li></ul><ul><li>Very </li></ul>4
  16. 30. Comparing Thin Slicing to Thick Slicing Average Years Known : 22.5 Years
  17. 31. Can you thin slice a person’s personality? ( someone you’ve NEVER met!?!?! ) <ul><li>Yes </li></ul><ul><li>No </li></ul><ul><li>Personality Theory argues that one’s personality is stable across the lifespan. </li></ul><ul><li>Temperament -> Personality </li></ul><ul><li>Inhibition -> Openness to Experience </li></ul><ul><li>Task Persistence -> Conscientiousness </li></ul><ul><li>Activity Level / Intensity -> Extraversion </li></ul><ul><li>Emotional Sensitivity / Mood -> Agreeableness </li></ul><ul><li>Adaptability / Regularity -> Neuroticism </li></ul><ul><li>“ P-Word” in education = Personality </li></ul>Answer Now!
  18. 32. How do Cognitive Scientists Understand the ‘Self’ : Self-Concept <ul><li>Schema Theory Perspective </li></ul><ul><ul><li>Self is constructed, malleable, multidimensional </li></ul></ul><ul><ul><li>Emerges as a function of making sense of our successes and failures in the world </li></ul></ul><ul><ul><li>Emerges as a function of social comparison </li></ul></ul><ul><li>What’s up with all these ‘ self ’ terms? </li></ul><ul><ul><li>Self -concept (descriptions; schema) </li></ul></ul><ul><ul><ul><li>Multi-dimensional; hierarchically organized </li></ul></ul></ul><ul><ul><li>Self- efficacy (task specific judgments) </li></ul></ul><ul><ul><li>Self -worth (value) / Self-esteem (emotion) </li></ul></ul>
  19. 33. Where is the ‘self’ in self-regulation?
  20. 34. Causal Attributions
  21. 35. Comprehension Check Module 29: Dweck describes an ‘entity’ view of intelligence as: <ul><li>Beliefs about personal competence in a particular situation. </li></ul><ul><li>Belief that ability is a fixed characteristic that cannot be changed. </li></ul><ul><li>An expectation that one’s efforts will lead to failure. </li></ul><ul><li>A personal explanation for success or failure. </li></ul>Answer Now!

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