This is a companion module that I use to help students understand the nature of priming and spread activation. The 'sample schema' created in this presentation was created using Inspiration.com software. This module can be viewed as a narrated movie off my website for the course:
http://courses.ncsu.edu/edp304/lec/002/
- Anchoring is a cognitive bias where people rely too heavily on the first piece of information (the "anchor") when making decisions. Initial anchors shape subsequent judgments and estimates.
- Experiments show that arbitrary and irrelevant anchors influence people's judgments. For example, students were more likely to attend a free poetry reading depending on whether they were initially asked if they would pay $2 or be paid $2 to attend.
- Anchors are difficult to adjust from, even when the anchor is clearly irrelevant. This can lead people to make suboptimal decisions based on arbitrary initial values rather than objective information.
This document discusses priming theory and how entertainment media like TV shows can prime viewers' political perceptions. It presents research on how shows like "The West Wing" positively portrayed the US presidency while "Scandal" may negatively prime viewers' views of the president. The study hypothesized that viewers of "Scandal" would have more negative perceptions of Barack Obama than those watching "Full House." Students were surveyed before and after watching an episode of either show to test if perceptions changed. The results supported that "Scandal" primed more negative political views compared to the control show.
Memory works through encoding, storage, and retrieval according to an information processing model. The Atkinson-Shiffrin model proposes that information moves from sensory memory to short-term memory and then long-term memory, though more recent models recognize additional processing in working memory and some automatic processing into long-term memory. Memories can be formed through effortful, explicit processing or implicit, automatic processing. Encoding involves strategies like chunking, mnemonics, rehearsal, deep processing, and relating information to oneself. Memories are stored throughout the brain in overlapping neural networks rather than isolated locations. Explicit and implicit memories are processed in different brain areas, and emotions can strengthen memory formation through the amygdala. Retrieval is affected
Video Priming – How to Give Your Acquisition Campaigns an Unfair AdvantageGrow.co
Mobile Apps Unlocked Vegas 2016
Thursday, May 5
Acquisition Breakout Session — 10:20am - 10:40am
Let’s get down to brass tacks: If you want more users then your acquisition costs will increase. This creates a shift from a low average cost to a potentially high marginal cost. Historically, there’s been no way around it. However, If we start to change our thinking from only focusing on today’s results to thinking about the users of tomorrow, then we can create scale without experiencing the same efficiency tradeoff. Our data has shown us that users exposed to rich, engaging content (such as video) makes them easier to acquire through other sources down the line. In this session, Fetch will share exclusive learnings from our data dashboard, Fetchme, and explain how to use data to prime behaviors in mobile video and TV to drive tomorrow’s users, while also hitting today’s targets.
Tim Villanueva, Head of Media Partnerships @ Fetch
Dan Wilson, Head of Data @ Fetch
Social proof is a cognitive bias where people determine what is correct by finding cues about what other people think is correct. If many people believe in something or engage in a behavior, others are more likely to accept it as well. This psychological phenomenon helps explain why trends and popular opinions can spread rapidly in a society through conformity with what others perceive as normal or popular.
Priming is a psychological phenomenon where exposure to a stimulus influences a person's response to a later stimulus, without their conscious awareness. Priming works because the first stimulus prepares the brain to identify and process related information from the second stimulus more quickly and efficiently. Research has shown that priming can influence people's behaviors, judgments, and decision making in subtle yet meaningful ways.
Influencing Visual Judgment through Affective PrimingLane Harrison
Affective priming (positive and negative emotion) is shown to significantly influence accuracy in visual judgment tasks for several common chart types.
This document summarizes current research on media priming. It discusses the origin and psychological basis of priming, how priming effects can be measured, and specific types of media priming such as for violence and aggression or political issues. Priming refers to how exposure to certain media or information can influence subsequent judgments, attitudes, or behaviors. The effects of priming are strongest for ambiguous situations and dissipate over time. Media portrayals can create stereotypes that influence judgments through priming effects.
- Anchoring is a cognitive bias where people rely too heavily on the first piece of information (the "anchor") when making decisions. Initial anchors shape subsequent judgments and estimates.
- Experiments show that arbitrary and irrelevant anchors influence people's judgments. For example, students were more likely to attend a free poetry reading depending on whether they were initially asked if they would pay $2 or be paid $2 to attend.
- Anchors are difficult to adjust from, even when the anchor is clearly irrelevant. This can lead people to make suboptimal decisions based on arbitrary initial values rather than objective information.
This document discusses priming theory and how entertainment media like TV shows can prime viewers' political perceptions. It presents research on how shows like "The West Wing" positively portrayed the US presidency while "Scandal" may negatively prime viewers' views of the president. The study hypothesized that viewers of "Scandal" would have more negative perceptions of Barack Obama than those watching "Full House." Students were surveyed before and after watching an episode of either show to test if perceptions changed. The results supported that "Scandal" primed more negative political views compared to the control show.
Memory works through encoding, storage, and retrieval according to an information processing model. The Atkinson-Shiffrin model proposes that information moves from sensory memory to short-term memory and then long-term memory, though more recent models recognize additional processing in working memory and some automatic processing into long-term memory. Memories can be formed through effortful, explicit processing or implicit, automatic processing. Encoding involves strategies like chunking, mnemonics, rehearsal, deep processing, and relating information to oneself. Memories are stored throughout the brain in overlapping neural networks rather than isolated locations. Explicit and implicit memories are processed in different brain areas, and emotions can strengthen memory formation through the amygdala. Retrieval is affected
Video Priming – How to Give Your Acquisition Campaigns an Unfair AdvantageGrow.co
Mobile Apps Unlocked Vegas 2016
Thursday, May 5
Acquisition Breakout Session — 10:20am - 10:40am
Let’s get down to brass tacks: If you want more users then your acquisition costs will increase. This creates a shift from a low average cost to a potentially high marginal cost. Historically, there’s been no way around it. However, If we start to change our thinking from only focusing on today’s results to thinking about the users of tomorrow, then we can create scale without experiencing the same efficiency tradeoff. Our data has shown us that users exposed to rich, engaging content (such as video) makes them easier to acquire through other sources down the line. In this session, Fetch will share exclusive learnings from our data dashboard, Fetchme, and explain how to use data to prime behaviors in mobile video and TV to drive tomorrow’s users, while also hitting today’s targets.
Tim Villanueva, Head of Media Partnerships @ Fetch
Dan Wilson, Head of Data @ Fetch
Social proof is a cognitive bias where people determine what is correct by finding cues about what other people think is correct. If many people believe in something or engage in a behavior, others are more likely to accept it as well. This psychological phenomenon helps explain why trends and popular opinions can spread rapidly in a society through conformity with what others perceive as normal or popular.
Priming is a psychological phenomenon where exposure to a stimulus influences a person's response to a later stimulus, without their conscious awareness. Priming works because the first stimulus prepares the brain to identify and process related information from the second stimulus more quickly and efficiently. Research has shown that priming can influence people's behaviors, judgments, and decision making in subtle yet meaningful ways.
Influencing Visual Judgment through Affective PrimingLane Harrison
Affective priming (positive and negative emotion) is shown to significantly influence accuracy in visual judgment tasks for several common chart types.
This document summarizes current research on media priming. It discusses the origin and psychological basis of priming, how priming effects can be measured, and specific types of media priming such as for violence and aggression or political issues. Priming refers to how exposure to certain media or information can influence subsequent judgments, attitudes, or behaviors. The effects of priming are strongest for ambiguous situations and dissipate over time. Media portrayals can create stereotypes that influence judgments through priming effects.
Most of the mobile games have only 3 minutes or less to shine. The users don’t care with the tiny details; they are not interested in innovative or creative solutions. They download the game, try it, and never look back. The users’ initial decision is guided by what are called schemas - frameworks for our knowledge about people, events, objects, and actions. The presentation is about the role of cognitive schema in game design, using it as an advantage, and surviving the first minutes
This document discusses different types of priming, which is an implicit memory effect where exposure to a stimulus influences responses to a later stimulus. It describes verbal priming, where exposure to a word primes the reader to complete a word stem with the same word. It also discusses behavioral priming, where exposure to images or phrases associated with a stereotype can unconsciously elicit that behavior. Additionally, it mentions moral priming, where people are more likely to donate money if they feel they are being watched. Finally, it explains negative priming, where being primed with conflicting color words and responses can slow a person's reaction time.
Howard Gardner's Theory of Multiple Intelligences by Susan VoSusan Vo
Howard Gardner developed the theory of multiple intelligences which argues that humans have at least seven different ways of processing information. These include linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, interpersonal, and intrapersonal intelligences. Gardner's 1983 book Frames of Mind outlined this theory which critiques the standard view of intelligence as being defined by one's ability to perform on IQ tests. Gardner's work has inspired educators by showing there are multiple ways to define intellect beyond a single definition.
- Agenda setting refers to how the amount of news coverage an issue receives influences the public's perception of its importance, even if it does not reflect real-world events.
- Priming is an extension of agenda setting, where the number of news stories about an issue changes the criteria used to evaluate political leaders. For example, increased economic coverage led to lower approval ratings for H.W. Bush.
- Framing alters how people think about issues by changing the content of news stories about them, such as through headlines or images, influencing the beliefs people use to form attitudes.
Social cognition refers to how people think about themselves and the social world. There are two types of social cognition: automatic thinking which occurs quickly without much conscious thought using mental shortcuts like schemas and heuristics, and controlled thinking which is more deliberate. Schemas help organize social information but can also lead to errors through stereotypes, biases, and self-fulfilling prophecies. While mental shortcuts are efficient, they sometimes result in faulty judgments.
Long-term memory can be declarative (explicit) or non-declarative (implicit). Declarative memory involves remembering facts and events and can be impaired through amnesia. Non-declarative memory is implicit and involves skills and habits. Studies of amnesiac patients like H.M. showed they could improve skills through practice but not remember learning them, and priming effects could influence word recall but not conscious remembering. Effective learning strategies like elaboration and relating ideas aid deep understanding and memory retention, while forgetting serves an important function in managing memory overload.
Memory is the ability to store and retrieve information over time. It involves three main stages - sensory memory, short-term/working memory, and long-term memory. Information is encoded, stored, and retrieved through these memory systems. While memory was once thought to be permanent, research shows that forgetting can occur due to failures at each stage of memory as well as interference and motivated forgetting.
My presentation on "Role of Prior Knowledge in L2 Teacher Education"janiriddhi
This is my presentation on the paper English Language Teaching. How the prior knowledge i.e. basic knowledge plays important role in teacher training programs.
This document discusses schema theory in sports. It defines schema theory as generalized movement patterns that are modified based on the situation and environment. It provides examples of how a throwing schema can be adapted for different sports like cricket, basketball, and javelin. The document also discusses how schemas are constructed through collecting information in four areas and lists strategies for developing schemas, such as varied practice conditions, feedback, and slow motion practice.
Dr. Michael Gutter discusses the effects of bias in this 2 hour webinar on heuristics, anchoring and narrowing choice presented on behalf of the Military Families Learning Network's Personal Finance Team.
DEFINITION OF SCHEMA
SCHEMATA
TWO WAYS OF USING THE SCHEMATA
CHARACTERISTICS OF SCHEMA
- FLEXIBILITY
- CREATIVITY
PRE -READING ACTIVITIES
3 STEP ASSESSMENT/INSTRUCTIONAL PROCEDURE
LIST OF PRE-READING ACTIVITIES
English Language Teaching: Schema and Script Theory (Reading & writing Proces...Faiza Hassan
This Presentation is about Schema and Script theory prepared for teachers aiming to become Teachers of ESL. For content help was taken from David Nunan's book 'Second Language Learning and Language Teaching' It is useful for novice teachers who are training to become ELT to understand schema and script, and to understand the rationale behind pre-reading and pre-writing activities.
The document discusses memory in early childhood and provides definitions and types of memory, including explicit memory (episodic and semantic) and implicit memory (priming and procedural). It then outlines various techniques to improve early childhood memory, such as early musical training, mnemonics, engaging children in detailed conversations about past events, playing memory games, suggesting learning strategies, practicing repeatedly, and using rhymes, acronyms, and acrostics.
Psychological explanations of gender developmentJill Jan
The document discusses cognitive theories of gender development, including gender schema theory. It explains that cognitive approaches see gender development as influenced by a child's thinking patterns and perceptions. Gender schema theory specifically proposes that children form mental models (schemas) of gender-appropriate behaviors from a young age, around 2-3 years old, and use these schemas to guide their own behavior and evaluate others. The document provides an overview of Kohlberg's stages of gender identity and constancy development, and discusses how gender schema theory builds on but differs from Kohlberg's theory in proposing an earlier emergence of gender-related schemas.
The document discusses a 1975 study by Slaby and Frey that found children with higher levels of gender constancy showed more attention to same-sex role models, supporting Kohlberg's theory of gender constancy. It also reviews a 1984 study by Weinraub finding that once children identify their own gender, they behave in ways stereotypical of that gender. Gender schema theory holds that children form mental frameworks of gender-appropriate behaviors from a young age based on their social environment.
This document provides information about a presentation given by Juniato Sidauruk on the theory of language teaching to lecturers at the University of Indonesia's graduate program in the Faculty of Cultural Sciences. The presentation discussed Gardner's theory of multiple intelligences and implications for applying multiple intelligences in the classroom. Supporting documents on Gardner's theory and applying it in the classroom were also included.
Social cognition involves how people think about themselves and the social world to make judgments and decisions. There are two types of thinking - automatic thinking which is quick and nonconscious, and controlled thinking which is deliberate and effortful. Schemas are mental structures that organize our knowledge about people and events. Schemas are useful but can also lead to biases as they influence what information we attend to and remember. Other cognitive shortcuts like heuristics and priming can also lead to errors in social cognition. Affect and cognition have a reciprocal relationship, as our feelings shape our thoughts and vice versa.
This document discusses different types of memory including short-term memory, long-term memory, procedural memory, priming memory, episodic memory, and semantic memory. It describes key aspects of memory such as encoding, storage, and retrieval. Different causes of memory loss are also outlined including alcohol blackout, dissociative fugue, Korsakoff's psychosis, post-traumatic amnesia, and repressed memory.
The document discusses the importance and effectiveness of using scientific models in physics instruction over traditional teaching methods like lectures and problem-solving. It argues that modeling allows students to actively engage in constructing representations of physical objects and processes in a way that mirrors scientific practice. The key aspects of modeling instruction are having students work in groups to design experiments, formulate relationships between variables, evaluate models, and apply models to new situations through multiple representations. The goal is for students to see scientific knowledge as a set of core models and to think like autonomous modelers.
Hypotheis, Conceptual Model and Theoretical framework. pptJet Tamagos
This document discusses different types of hypotheses used in educational research. It defines a hypothesis as a tentative explanation or prediction about the relationship between variables that can be tested. The main types discussed are research hypotheses, null hypotheses, and conceptual models/theoretical frameworks. Research hypotheses propose a relationship between variables, while null hypotheses propose no relationship. Conceptual models and theoretical frameworks provide maps and structures to help understand phenomena being studied. Examples are provided of how a research problem can relate to a research hypothesis and corresponding null hypothesis. Assumptions and how they differ from hypotheses are also explained.
Most of the mobile games have only 3 minutes or less to shine. The users don’t care with the tiny details; they are not interested in innovative or creative solutions. They download the game, try it, and never look back. The users’ initial decision is guided by what are called schemas - frameworks for our knowledge about people, events, objects, and actions. The presentation is about the role of cognitive schema in game design, using it as an advantage, and surviving the first minutes
This document discusses different types of priming, which is an implicit memory effect where exposure to a stimulus influences responses to a later stimulus. It describes verbal priming, where exposure to a word primes the reader to complete a word stem with the same word. It also discusses behavioral priming, where exposure to images or phrases associated with a stereotype can unconsciously elicit that behavior. Additionally, it mentions moral priming, where people are more likely to donate money if they feel they are being watched. Finally, it explains negative priming, where being primed with conflicting color words and responses can slow a person's reaction time.
Howard Gardner's Theory of Multiple Intelligences by Susan VoSusan Vo
Howard Gardner developed the theory of multiple intelligences which argues that humans have at least seven different ways of processing information. These include linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, interpersonal, and intrapersonal intelligences. Gardner's 1983 book Frames of Mind outlined this theory which critiques the standard view of intelligence as being defined by one's ability to perform on IQ tests. Gardner's work has inspired educators by showing there are multiple ways to define intellect beyond a single definition.
- Agenda setting refers to how the amount of news coverage an issue receives influences the public's perception of its importance, even if it does not reflect real-world events.
- Priming is an extension of agenda setting, where the number of news stories about an issue changes the criteria used to evaluate political leaders. For example, increased economic coverage led to lower approval ratings for H.W. Bush.
- Framing alters how people think about issues by changing the content of news stories about them, such as through headlines or images, influencing the beliefs people use to form attitudes.
Social cognition refers to how people think about themselves and the social world. There are two types of social cognition: automatic thinking which occurs quickly without much conscious thought using mental shortcuts like schemas and heuristics, and controlled thinking which is more deliberate. Schemas help organize social information but can also lead to errors through stereotypes, biases, and self-fulfilling prophecies. While mental shortcuts are efficient, they sometimes result in faulty judgments.
Long-term memory can be declarative (explicit) or non-declarative (implicit). Declarative memory involves remembering facts and events and can be impaired through amnesia. Non-declarative memory is implicit and involves skills and habits. Studies of amnesiac patients like H.M. showed they could improve skills through practice but not remember learning them, and priming effects could influence word recall but not conscious remembering. Effective learning strategies like elaboration and relating ideas aid deep understanding and memory retention, while forgetting serves an important function in managing memory overload.
Memory is the ability to store and retrieve information over time. It involves three main stages - sensory memory, short-term/working memory, and long-term memory. Information is encoded, stored, and retrieved through these memory systems. While memory was once thought to be permanent, research shows that forgetting can occur due to failures at each stage of memory as well as interference and motivated forgetting.
My presentation on "Role of Prior Knowledge in L2 Teacher Education"janiriddhi
This is my presentation on the paper English Language Teaching. How the prior knowledge i.e. basic knowledge plays important role in teacher training programs.
This document discusses schema theory in sports. It defines schema theory as generalized movement patterns that are modified based on the situation and environment. It provides examples of how a throwing schema can be adapted for different sports like cricket, basketball, and javelin. The document also discusses how schemas are constructed through collecting information in four areas and lists strategies for developing schemas, such as varied practice conditions, feedback, and slow motion practice.
Dr. Michael Gutter discusses the effects of bias in this 2 hour webinar on heuristics, anchoring and narrowing choice presented on behalf of the Military Families Learning Network's Personal Finance Team.
DEFINITION OF SCHEMA
SCHEMATA
TWO WAYS OF USING THE SCHEMATA
CHARACTERISTICS OF SCHEMA
- FLEXIBILITY
- CREATIVITY
PRE -READING ACTIVITIES
3 STEP ASSESSMENT/INSTRUCTIONAL PROCEDURE
LIST OF PRE-READING ACTIVITIES
English Language Teaching: Schema and Script Theory (Reading & writing Proces...Faiza Hassan
This Presentation is about Schema and Script theory prepared for teachers aiming to become Teachers of ESL. For content help was taken from David Nunan's book 'Second Language Learning and Language Teaching' It is useful for novice teachers who are training to become ELT to understand schema and script, and to understand the rationale behind pre-reading and pre-writing activities.
The document discusses memory in early childhood and provides definitions and types of memory, including explicit memory (episodic and semantic) and implicit memory (priming and procedural). It then outlines various techniques to improve early childhood memory, such as early musical training, mnemonics, engaging children in detailed conversations about past events, playing memory games, suggesting learning strategies, practicing repeatedly, and using rhymes, acronyms, and acrostics.
Psychological explanations of gender developmentJill Jan
The document discusses cognitive theories of gender development, including gender schema theory. It explains that cognitive approaches see gender development as influenced by a child's thinking patterns and perceptions. Gender schema theory specifically proposes that children form mental models (schemas) of gender-appropriate behaviors from a young age, around 2-3 years old, and use these schemas to guide their own behavior and evaluate others. The document provides an overview of Kohlberg's stages of gender identity and constancy development, and discusses how gender schema theory builds on but differs from Kohlberg's theory in proposing an earlier emergence of gender-related schemas.
The document discusses a 1975 study by Slaby and Frey that found children with higher levels of gender constancy showed more attention to same-sex role models, supporting Kohlberg's theory of gender constancy. It also reviews a 1984 study by Weinraub finding that once children identify their own gender, they behave in ways stereotypical of that gender. Gender schema theory holds that children form mental frameworks of gender-appropriate behaviors from a young age based on their social environment.
This document provides information about a presentation given by Juniato Sidauruk on the theory of language teaching to lecturers at the University of Indonesia's graduate program in the Faculty of Cultural Sciences. The presentation discussed Gardner's theory of multiple intelligences and implications for applying multiple intelligences in the classroom. Supporting documents on Gardner's theory and applying it in the classroom were also included.
Social cognition involves how people think about themselves and the social world to make judgments and decisions. There are two types of thinking - automatic thinking which is quick and nonconscious, and controlled thinking which is deliberate and effortful. Schemas are mental structures that organize our knowledge about people and events. Schemas are useful but can also lead to biases as they influence what information we attend to and remember. Other cognitive shortcuts like heuristics and priming can also lead to errors in social cognition. Affect and cognition have a reciprocal relationship, as our feelings shape our thoughts and vice versa.
This document discusses different types of memory including short-term memory, long-term memory, procedural memory, priming memory, episodic memory, and semantic memory. It describes key aspects of memory such as encoding, storage, and retrieval. Different causes of memory loss are also outlined including alcohol blackout, dissociative fugue, Korsakoff's psychosis, post-traumatic amnesia, and repressed memory.
The document discusses the importance and effectiveness of using scientific models in physics instruction over traditional teaching methods like lectures and problem-solving. It argues that modeling allows students to actively engage in constructing representations of physical objects and processes in a way that mirrors scientific practice. The key aspects of modeling instruction are having students work in groups to design experiments, formulate relationships between variables, evaluate models, and apply models to new situations through multiple representations. The goal is for students to see scientific knowledge as a set of core models and to think like autonomous modelers.
Hypotheis, Conceptual Model and Theoretical framework. pptJet Tamagos
This document discusses different types of hypotheses used in educational research. It defines a hypothesis as a tentative explanation or prediction about the relationship between variables that can be tested. The main types discussed are research hypotheses, null hypotheses, and conceptual models/theoretical frameworks. Research hypotheses propose a relationship between variables, while null hypotheses propose no relationship. Conceptual models and theoretical frameworks provide maps and structures to help understand phenomena being studied. Examples are provided of how a research problem can relate to a research hypothesis and corresponding null hypothesis. Assumptions and how they differ from hypotheses are also explained.
This paper covers six major learning theories for Academic Advisors. It gives an overview of each theory and notes where students may struggle and strategies to help students succeed.
The document discusses applying Merrill's First Principles of Instruction to computer science education. It summarizes the five principles as: 1) using real-world problems to engage learners; 2) activating prior knowledge to build new knowledge; 3) demonstrating concepts rather than just explaining them; 4) allowing learners to apply their new knowledge through practice; and 5) integrating new knowledge into learners' lives. It argues CS courses could benefit from more deliberately designing instruction around these principles to better engage students and sustain their learning.
1. The document discusses using a developmental perspective to understand powerful learning and addresses the challenges students face in developing more complex ways of thinking.
2. It presents William Perry's scheme of intellectual and ethical development as a framework for understanding students' differing perspectives on knowledge and learning.
3. The scheme shows that students progress through qualitatively different conceptions of knowledge from dualistic to relativistic thinking, which has implications for designing learning environments that balance challenge and support.
Phase 3 module 7 ao neill final mac versiononeill74
This document describes a teacher's enquiry project that aims to motivate students through the use of pupil progress data. Specifically, the teacher implemented a "Rank Order System" to display student progress data publicly around the school. The goal was to inspire students to take ownership of their progress by seeing how they compare to peers. The teacher hopes this will motivate students to improve their effort and approach to learning. The document provides background on the project and reviews literature supporting the idea that intelligence and ability can grow with effort, as opposed to a fixed mindset. It also acknowledges that teacher-student discussions around progress data often lack two-way dialogue.
This is a series of three lectures I give in my introductory Educational Psychology class that explore the nature of "knowing" and "knowledge". We talk about the difference between top down and bottom up processing, schema theory (and the nature of expertise), and on how we might use that term 'intuition' to mean different things.
In our course, we use Malcolm Gladwell's (2000) 'blink' as a companion text and analyze cases.
I use audience response technology in the class to informally assess students. Questions in these slides were drawn from Anita Woolfolk's Educational Psychology textbook.
Twice exceptional (2E) students have both high cognitive abilities and learning challenges or disabilities. They are difficult to identify because their gifts often mask their disabilities, putting them at risk of not reaching their potential. Strategies for helping 2E students include activating prior knowledge, building conceptual frameworks, and developing self-regulated learning. Instructors should provide multiple means of representation, expression, and engagement by using things like graphic organizers, flexible timing, and technology integration to support 2E students' strengths and challenges.
1. This document discusses ten key findings from cognitive research on learning. The findings illustrate how teaching and learning can be better understood by applying insights from cognitive science.
2. One finding is that learning occurs within the learner - teachers can provide information but students must actively construct new knowledge structures themselves. Prior knowledge also strongly influences new learning.
3. Another finding is that optimal learning requires integrating new and prior knowledge by linking more abstract relationships. Both conceptual knowledge and procedural skills are important, as are metacognitive skills to reflect on one's own learning.
Purpose, theory and policy for higher educationGeorge Roberts
This document outlines the agenda and content covered in Module 1 of the Cranfield University PGCLTAHE program. The purpose is to analyze and critically reflect on higher education policy and practice. Topics discussed include the purposes of higher education, hidden curriculums, theories of learning, academic identity, and critical perspectives on higher education policy. Learning activities include discussions, card sorting exercises, and reflecting on different learning theories and models.
The document presents an integrated instruction framework called the Research Support Framework developed at Portland Community College to guide students' progression in information literacy. It includes 6 stages of instruction aligned with Bloom's Taxonomy that correlate to 3 categories: perceptual shifts and basic skills, information mediation, and higher-level critical thinking. Courses are placed on the framework based on their information literacy outcomes. The framework is iterative, allowing students to practice skills in different contexts. Three dimensions of information literacy instruction are described in detail with examples.
The document discusses higher order thinking skills (HOTS) such as critical thinking, problem solving, and creative thinking. It provides background on HOTS and strategies to develop them, including George Polya's problem solving process and Bloom's Taxonomy of learning domains. The document also discusses encouraging HOTS through questioning techniques, mind mapping, project-based learning, and the need to develop these skills for students to succeed in school and career.
The document introduces Depth and Complexity icons, which are tools to help teachers incorporate higher-order thinking skills into lessons. The icons represent concepts like patterns, ethics, and multiple perspectives. Using the icons engages students by having them analyze information through different lenses. When students apply the icons to their work, it brings rigor and complexity. The goal is for students to eventually use the icons independently to approach topics like experts in a self-directed manner. Student feedback indicates the icons helped them organize information and think more critically about various viewpoints. The document advocates for giving students opportunities to verbalize their thinking and work autonomously.
The document summarizes two case studies - The Sven Callaway Show and Skeleton - that use different Web 2.0 tools in lessons. The Sven Callaway Show allows students to see multiple perspectives on issues and gain a holistic understanding through links to detailed information and statistics. It incorporates group activities for students to apply and evaluate their new knowledge. In contrast, Skeleton lacks activities for students to demonstrate understanding and higher-order thinking. It does not engage students in problem-solving or requiring them to organize and apply their new knowledge. While it provides accurate body part descriptions, students may get distracted without opportunities to discuss or work towards a shared task.
E-Content-MCC-08-5 E Model and Lesson Plan Format.pdfVikramjit Singh
The document describes the 5 E instructional model, which is based on constructivism. The 5 E's include Engage, Explore, Explain, Elaborate, and Evaluate. Each phase represents a step in the learning process where students build new understanding from their prior knowledge and experiences. In the Engage phase, students connect to the topic and generate questions. In Explore, students get hands-on with materials. In Explain, they communicate their understanding and introduce new terminology. Elaborate has students apply concepts in new ways, and Evaluate assesses student learning and the effectiveness of the lesson.
Chapter 4 – cues, questions and advanceLarry Walker
This document discusses cues, questions, and advance organizers as instructional strategies for setting the stage for learning. It defines each strategy and provides examples. Cues and questions activate prior knowledge to help students connect new ideas. Advance organizers help students organize and make sense of new content by providing structure before a learning activity. The document recommends using technology like word processors and data analysis tools to create effective cues, questions, and advance organizers to support classroom instruction.
1. How can you determine if two fractions with unlike denominators can be added or require a common denominator? Explain your reasoning.
2. You are given the fractions 3/4 and 5/8. Show the step-by-step work to add these fractions using a common denominator. Explain how using a common denominator allows you to add the fractions.
3. Juan claims he can simply add the numerators and denominators when adding fractions. For example, he would calculate 3/4 + 5/8 as 8/12. Explain why Juan's method is incorrect and why using a common denominator is
The document discusses computer-based learning and how it involves interactions between the learner, teacher, and learning materials. It notes that the world wide web and advances in software allow for creating interactive web-based simulations to enhance student learning and mental model formation. Computer simulations have potential to improve student understanding by changing their mental models. The role of simulations in facilitating learning is explored based on theories of mental model development.
This document provides an overview of a workshop for a module on the philosophy of learning and teaching in higher education. The workshop includes introductions and discussion of topics like mentoring, the modular structure, work plans and targets, learning theories, higher education policy, and core professional values. Activities involve reflecting on concepts like academic identity, the hidden curriculum, and critical perspectives. The document outlines the aims and intended learning outcomes of exploring theories of higher education and applying understanding to improve various aspects of teaching and learning.
CEMCA EdTech Notes: Learning Analytics for Open and Distance EducationCEMCA
Learning analytics use large datasets from learning management systems to improve learning and teaching. They focus on providing "actionable intelligence" through metrics, reports, and recommendations. Effective use of learning analytics requires consideration of context, people, and learning design. While learning analytics have potential to enhance education, they also raise issues regarding teaching models, learner privacy, and ensuring analytics do not reinforce biases.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
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تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Let’s begin by reviewing the learning objectives for this module. Before staring, please be sure to review the Module on cognitive processing / schema theory in our text book. Pages for this module can be found on our syllabus. In this module we will review concepts and principles of schema theory, learn about the concepts of priming and spread activation , view an example of priming and spread activation , and consider the implications of priming and spread activation for classroom instruction and assessment.
Let’s begin with a quick review of schema theory. Schema theory aims to describe how we organize knowledge in our long term memory and how the structures in our long term memory bank systematically change as a function of acquiring increasingly more, and more complex, information . The basic premise of schema theory is that knowledge about a concept is organized as a network of nodes and links. Nodes are the pieces of information we acquire and links are the connections we make between pieces of information. According to schema theory, we can active students’ existing knowledge by priming a node in their schema. Priming involves triggering information from our long term storage and pulling it into our working memory. Priming can be explicit - for example, when asking students a question. Or, it can be implicit - for example signaling students to a group activity by merely arranging the desks in the classroom into clusters. As soon as we prime a node in students’ schemas, additional information connected to that node will also become activated through the process of spread activation. Brainstorming and free association activities, for instance, capitalize on the process of spread activation by asking students to generate lists of ideas based off a single prime. In this case the ideas the students generate represent the nodes and links triggered during spread activation. How does the “activation” of information in students’ schemas affect learning? For one thing, accessing students’ existing knowledge about a subject can help teachers to focus their instruction. When introducing an activity, teachers can follow the trail of spread activation to find out what their students already know about a concept. This can help them not only tailor their planning to the appropriate level of challenge, but also anticipate how they might differentiate for students who evidence an advanced understanding or for students who are unfamiliar with the topic. Accessing students’ existing knowledge about a subject can also help teachers to discover hidden misconceptions that might interfere with their students’ learning. For example, an elementary teacher once asked her class: What is rain? A young man, excited to participate, raised his hand and said: “Rain is like fuzzy sunshine seeds that fall from the sky.” Cute? Yes. Accurate? No. While a sweet saying, probably lovingly shared on a rainy afternoon when he was sad about the rain – this kind of intuitive understanding of rain can interfere with a teacher’s lesson on the precipitation cycle. Rain is neither fuzzy nor is it a seed. Each of these misconceptions represent a node in the child’s schema that are not only linked to each other but also linked to the expectation that rain falls from the sky. In order for this child to develop a more accurate representation of rain, the teacher would have to create an opportunity for the child to evaluate the fit of these understandings with a scientific understanding of rain. Finally, how we prime students’ schemas can affect the activation of information and, therefore their ability to recall different nodes in their schema. This can have really important implications for assessing what students know on a test. What if the prime you used on a question wasn’t effective in activating that part of their schema? Or, it activated the correct node, but activated a different path of links? Students might actually have acquired the information from your lesson, but because of your prime are not able to effectively demonstrate what they know.
In the next slide you will see a sample “schema” a child might have for what it is like to be an elementary school student. Lets’ assume two children hold identical schemas. OK, you’re right, that is really a whopper of an assumption. But, it’s not such a stretch to think that following a lesson you taught, children’s schemas should contain similar information and structure. So, back to our example, lets’ assume two children hold identical schemas and you ask both of them to tell you, “What does it mean to be an elementary school student?” On this particular day you spoke with the first student just after he had been picked on in during his bus ride to school. You then spoke with the other student after she just received feedback from the teacher about doing poorly on a written assignment. As we walk through the examples, compare how the content of information you receive from the two children about what it is like to be an elementary school student might appear different even though the content and structure of their schemas are the same. Think about how the prime and spread of information shaped their recall and consider how we could manipulate the priming process so that the two students accessed similar information? Ok, let’s look at two examples.
Imagine this is the shared schema for what it means to be an elementary school student. Notice the ‘prime’ in the center: “ What does it mean to be an elementary school student?” activates this schema. This schema has nine core nodes including: listening to the teacher, riding the bus, making friends, getting in trouble, playing on the play ground, doing work, lining up, going to lunch, and doing homework. Organized around these core nodes are individual nodes representing the semantic, declarative, and procedural knowledge these children have acquired about being a student. Nodes are linked together as well as to their core node, the organizing principle. We can characterize this schema both by the amount of knowledge it contains, it’s cohesion, and it’s structure.
Consider student #1. On the morning you interview this student about “What it means to be an elementary school student?” he was bullied on the bus. A broad prime, such as this open-ended question allows the spread of information to flow to either the most salient or the most recent event. These are called primacy and recency effects.
Once the node “bullies” is activated in the child’s schema, activation spreads to the links connected to the nodes bullies. These are highlighted in red. Some links will activate individual nodes like “gym” (center-right). Other links will activate core nodes such as riding the bus.
Once core nodes are activated, recall spreads quickly.
This is because core nodes organize information in a schema, and often the way stations to other information. Using a broad prime, this child share that being an elementary student involves being bullied on the bus, on the playground, and while eating lunch. He might talk about how he has observed bullies getting in trouble and how he, himself, has gotten in trouble. As you follow up, you might get more information about what it is like in the lunch room, on the bus, or on the playground and you might even hear about his friends in these venues. But the important thing to notice is that portions of the schema might not be revealed in the interview as they were not activated in the search.
To contrast, take student #2 who, the morning of the interview, received feedback on her writing that it needed to be revised. Again, because we used a broad prime, the open-ended question: “What does it mean to be an elementary school student” we allowed for primacy and recency effects to influence the activation of information in the schema.
In this case, an entirely different set of core nodes, and nodes are activated.
The core node of ‘doing work’ control the spread of information differently, activating more of the semantic, declarative, and procedural knowledge tied to academic life in school.
The type of interview this child would offer might look quite different as he discusses the type of work he is doing in his classes and the feedback he receives, what it means to listen to the teacher and how listening looks in different venues such as the classroom, hallway, the playground. Despite having experiences with bullies, this child may not reveal his experiences because the spread of information in his schema took a different route.
So, how do priming and spread activation operate? Broad primes, such as open ended questions, allow for children to control or direct spread activation in their schema. Their responses are likely to be affected by primacy (whist is important) and recency (what was recently observed) effects. Because spread activation is less directed, some knowledge may not be revealed – despite having been acquired and stored in the schema. How could we change the prime so that the two students accessed and recalled similar information? One way would be to ask more specific primes that probe the content of the schema? Expert interviewers use this strategy when collecting data. They begin with open-ended questions and then follow up with more specific question the check to see if similar content exists. For example, we could follow up by asking Student #1: “Can you tell me about the work you do in school?” to see if they have acquired semantic, declarative, and procedural knowledge about academic subjects. Likewise, we could follow up by asking Student #2: “Have you ever had an experience of being bullied at school?” Even more specifically, we could evaluate the extent to which the schemas truly are identical by asking students: “What does it mean to be bullied at school?” This very specific prime is attempting to access the semantic knowledge contained in the node for bullies. Have students acquired the same definition?
Let’s take a moment to check your understanding of priming and spread activation. Do you have your pencil ready? You can pause the slide show if you need more time to write down your responses. How would you define priming? (pause) How would you define spread activation? (pause) How are priming and spread activation related to teacher questioning? (pause) How are priming and spread activation related to classroom assessment? (pause)
Finally, before we leave this module, here are some key terms for the unit on schema theory. Be sure you understand these terms including how they are defined, how they relate to each other and, of course, their implications for classroom practice. Consider taking the time to define these terms in your glossary. And, of course, be sure to bring your questions about schema theory, priming, and spread activation to class!