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.

1. EDP 304: Educational PsychologyDr. D., Ms. Horne, & Ms. Morton Exploring the nature of intuition Get out laptops: Log into MOODLE site: Go to: “Me too! Introduction to Blink” What did you find interesting about the introductory chapter?

2. WHAT IS EDUCATIONAL PSYCHOLOGY? Educational Psychology is a discipline concerned with the psychology of teaching and learning. Scholars in the field apply methods and theories of psychology in formal (i.e. school) and informal (i.e. home, community, work) settings. As such, the theories from the field represent the core of teachers’ professional knowledge base and concepts from educational psychology compose the language of professional educators.

3. MISSION TO LEAD AND SERVE “Being a leader in education means learning how to bring together a diverse set of constituents to deal with complex problems.” How might you be involved in education? Teacher Grade Level Leader / Dept. Area Chair Parent School Partner Voter What are some of the professional dispositions of educators? How do we resolve some of the conflicting views in education?

4. Objectives and Agenda: blink introduction Me Too! (results) What themes do we see? Why might our theories about winning have been similar to / distinct from the professional gamblers? Review Syllabus Expectations for Class Participation / Annotating Expectations for Reflections Expectations for Case Studies Final Projects Recap from Last Week Introduction to Information Processing Theory

5. How will class participation be assessed? Quick Writes 0= You did not come to class 1= You came to class, but it’s pretty clear you did not complete the reading (either text or blink) 2= You came to class, it’s clear you completed the readings, but something in your response was incorrect / incomplete. (Partial Understanding) 3 = You are on track to master these concepts / ideas. blink formative-quizzes 4-7 question quizzes that bridge blink with the text 0= You did not come to class 1= You got less than 20% of the questions correct 2= You got between 20-50% of the questions correct 3= You got more than 50% of the questions correct

6. Teaching and Parenting Concerns Teaching Theme 1: How do I know if students are learning? Theme 2: How do I help them learn? Theme 3: How do modify my instruction to meet students’ needs? Theme 4: How do I manage student motivation? Theme 5: How will I manage “problems” in the classroom? Parenting Theme 1: How do I help my child become self-motivated? Theme 2: What do I do if my child has a problem? (at school / with friends) Theme 3: How can I effectively discipline my child?

7. Recap: Last Week’s Quick Write Learning Is: Ongoing / Active Acquiring / Accumulating Changing / Adapting Seeing Connections Received from Outside Someone else teaches you Experiment / Practice Trying to Understand Looking for Patterns Insight / Knowledge Process Knowing Is: Already Stored; Mastered Previously Received Exists; You can “see” it “Fact” / Proved Beyond a Doubt / Confident Already Understood Freely Recalled From Experiences You Tested Your Theory Can Use/Apply Passive Sequence: Learning => Knowing; “aftermath” Learning comes through experience, knowing can occur because you were told or you observed.

8. How did We Learn? By Doing (Gambler) By Trial and Error By Guess and Check / Making a Theory & Testing it Out Is there an advantage to being ‘in control,’ learning first hand? By Observing (Observer) Taking Notes / Keeping Track Take the Gambler’s Perspective Is there an advantage to being systematic? By Reflecting (Both Gambler and Observer) On the Outcome (Wins/Losses) On Patterns / Similarities On Our Theory (Was it effective?)

9. What to we want to know by the end of the class? How do my students/people learn? How can I learn / recall better? How does learning differ? How can I differentiate? What are the processes / stages? Conscious / Unconscious? How can I motivate my students/people? Make learning enjoyable? What techniques maximize learning? How do I know if my students have learned? How can I help my students want to learn? How is this important for industry? Parenting?

10. Module 18: Comprehension CheckAccording to Woolfolk, the cognitive approach suggests the most important element in the learning process is: Answer Now ! The extent to which teachers present material clearly. The ability level of the students. The influence of external events. The previous experiences individuals bring to new learning situations.

11. Jan 19: Get Ready for Class! Log onto MOODLE Pick up Clicker Download & Open Cog Sci Concept List Download & Open Handouts for Today’s Class Download & Open Reflection Guidelines & Rubric Reminders and Announcements Conserve batteries (formative blink quiz at the end!) .pdf files are now editable (concept list is also in word format) Modules 18-20 and blink intro & CH1 on MOODLE Elluminate: Virtual and ‘Real’ office hours

12. Quick Recap: Jan. 14 Reviewed the Syllabus & Expectations Information Processing Model Sensory Memory Working Memory Bottom-Up vs. Top-Down Processing Schema Theory Long Term Memory How do these relate to blink? How do these relate to the gambling game? What is intuition? First impressions? Reflection #1 (Posted on the Q & A Discussion Forum)

13. Module 1: Comprehension CheckPeterson & Comeaux (1989) one of the essential tasks for “professional teachers” committed to becoming experts is: Answer Now ! Rely on personal experiences as the primary means to grown and shape teaching experiences. Maintain consistent content and pedagogy practices from year to year. Use research to understand and improve teaching. View expertise as rigid and fixed; rely on ‘best practices.’

14. Answer Now ! Module 18: Comprehension CheckAccording to Ashcraft (2002), cognitive psychologists assume: Mental processes exist. Mental processes can be studied scientifically. Humans are active participants in their own acts of cognition. All of the above.

16. Module 18: Comprehension CheckThe capacity and duration of sensory memory is: Answer Now ! Small and retains information for a very short time. Small and retains information for a very long time. Large and retains information for a very short time. Large and retains information for a very long time.

17. Examples of Top Down v. Bottom Up Processing “Dr. D.’s stupid human tricks!” (apologies to David Letterman & Miss Hannah Davis Bauer)

18. Do you know what this is a picture of? 1= Yes, 2= No

19. Do you know what this is a picture of? 1= Yes, 2= No

21. Do you know what this is a picture of? 1= Yes, 2= No

22. Do you know what this is a picture of? 1= Yes, 2= No

23. Do you know what this is a picture of? 1= Yes, 2= No

28. Connecting I.P.T. with Blink How do these relate to what happened with the Kouros? Short -Term Memory? Working Memory? How do these relate to the gambling game? Short-Term Memory? Working Memory? From and I.P.T. perspective, what is intuition?

29. Quick write: Comprehension Check Go to MOODLE Find the link for today’s quick write: What did you learn today about the difference between top down and bottom up processing?

30. Formative blink Quiz HW for Jan. 21, 2010: Reflection #1 (on Intro*) Due – Posted to the Q&A Discussion Board Use text Modules 18-20 to analyze the introduction Think Focused and ‘Micro’: Only need 1-2 concepts from text Only need to really delve into one example from blink Read blink: Chapter 1 (posted on MOODLE) Read Module 20 On Jan 26: blink Me Too! Disappointed to see: “I didn’t read it…”

31. Jan 21.: Get Ready for Class Log onto MOODLE Pick up Clicker Open Cog Sci Concept List (.pdf) Download & Open Handouts for Today’s Class Respond to blink Ch1: Me Too! Reminders and Announcements Conserve batteries (formative blink quiz at the end!) Once you have downloaded .pdf, turn wireless airport OFF Office Hours tomorrow: begin at 11:15am

32. Quick Recap: Jan. 19 Working Memory: Information Processing Model Bottom-Up vs. Top-Down Processing Long Term Memory Schema Theory Reflection #1 (Posted on the Q & A Discussion Forum) Schema Theory Nature of Expertise Priming and Spread Activation Blink mini-quiz!

34. LTM Structure of Knowledge: Schemas Knowledge organized into “webs/maps” of information. Maps/Webs Serve as Lens (+) Direct Attention, Identify Relevant Information, Interpret Ambiguity (-) Old structures are resistant to change; “Invested” in existing schemas; Tied to “affective” experiences Two processing systems: Sympathetic and our Parasympathetic Sympathetic: Activated in Fight or Flight Situations Employs Top-Down approach; Unconscious Parasympathetic: Conscious Processing System It is alongside and subject to your Sympathetic Can modify the frameworks that will be employed

35. ‘Novice’ Self-Schema

36. ‘Expert’ Self-Schema

37. ‘Developing Expertise’Dr. D. calls these: “Pseudo” Experts

38. Development of Expertise Content (# of nodes) in a map Cohesion (# of links) in a map Organization (# of core nodes; refinement of links; procedural/conditional links; structure imposed) Experts vs. Novices (Module 1 - Expert Teachers) Experts have elaborate structures organized around “central” or “underlying” principles (This organization around underlying principles really distinguished the expert from a “pseudo-expert” / student developing expertise) Experts have extensive conditional knowledge and as a consequence take more time to identify and understand problems as well as recognize patterns Novice schemas may have misconceptions LTM Structure of Knowledge: Schemas

39. How does processing differ depending on your level of expertise? How would you characterize the information processing of Gottman in the love lab? How would you characterize the information processing of Gladwell in the love lab? How does Gottman’s expertise affect his processing?

40. Asking ‘Good’ Questions What if all you have is bottom up processing? (i.e. you know you are not an expert!) Priming and the ‘Spread’ Information Spread Activation Controlling Recall and Recognition (via “Prime”) Controlling the Acquisition of New Knowledge Teaching to a Prototype Activating Misconceptions and Teaching via Negative Case

41. Expertise Lies on a Continuum

42. Expert or Developing Expertise?

43. How do you know when you are an expert?...

44. Applying Schema Theory to Understand Teaching How does schema theory inform us about the nature of stereotypes? How does schema theory inform us about the nature of expertise?

45. Nature of “Knowing” Defining Intuition (Cognitive Science Perspective): Making a judgment off a framework that cannot be articulated; result of top down processing Reflect lack of knowledge (stereotype) vs. expertise? Result of belief structure (moral framework) vs. years of reasoning? Why care about the accuracy of our intuition? “Teaching is all about judgment….Situated judgment.” M. Frank Pajares Teachers carry beliefs / values into the classroom

46. Formative blink Quiz HW for Jan. 26, 2009: Module 29 Module 6 (p.80-84) On Jan. 26: The Nature of the ‘Self’ Quick Write and Mini-Quiz…. Love Lab Bedroom Experiment Surgeons