EdPsych Modules Quotes

“Relevance: The behavior of models must be relevant for the individual observing the behavior—the individual must be interested in the behavior being performed, and the model must be similar to the individual (Schunk & Hanson, 1989).”
― Cheryl Cisero Durwin, EdPsych Modules

“Personal characteristics are important in learning. Behavior is not simply a direct effect of the environment but also includes personal characteristics, such as beliefs in one’s ability.”
― Cheryl Cisero Durwin, EdPsych Modules

“Learning may or may not include a behavior change.”
― Cheryl Cisero Durwin, EdPsych Modules

“Learning can occur by observing others.”
― Cheryl Cisero Durwin, EdPsych Modules

“Similarly, most teacher education students are required to observe teachers and classrooms prior to teaching themselves, and these observations are self-reported as effective (Steenekamp, van der Merwe, & Mehmedova, 2018). Classroom teachers should not only model academic skills and appropriate behaviors themselves but also reinforce students’ appropriate behaviors, as other students may imitate their peers.”
― Cheryl Cisero Durwin, EdPsych Modules

“Support has also been found for using observational learning in academic domains, such as preschool-age reading and middle school writing (Braaksma, Rijlaarsdam, van den Bergh, & van Hout-Wolters, 2004; Horner, 2004).”
― Cheryl Cisero Durwin, EdPsych Modules

“Teachers can enhance student attention by keeping the content relevant and interesting.”
― Cheryl Cisero Durwin, EdPsych Modules

“Describe intersubjectivity, internalization, and scaffolding within the zone of proximal development. In the ZPD, a child and an older individual engage in intersubjectivity, an active coconstruction of knowledge. As the adult provides scaffolding, the child gradually gains more skill and takes over more responsibility for the task. Cognitive processes that initially were shared between the adult and the child and were scaffolded by the adult gradually become internalized by the child, and the adult slowly removes the scaffolding.”
― Cheryl Cisero Durwin, EdPsych Modules

“Recognize cultural context in learning situations. Consistent with Vygotsky’s theory, teachers need to consider how the setting of particular instructional activities and the larger cultural context may affect learning (Griffin & Cole, 1999; Tharp & Gallimore, 1988).”
― Cheryl Cisero Durwin, EdPsych Modules

“Revisiting content over time and in different contexts also encourages transfer of knowledge by preventing learned information from being tied to specific situations or contexts (Salomon & Perkins, 1989).”
― Cheryl Cisero Durwin, EdPsych Modules

“Returning to content at different times, in different contexts, for different purposes, and from different perspectives will enhance students’ knowledge acquisition (Haskell, 2001; Spiro, Feltovich, Jacobson, & Coulson, 1992).”
― Cheryl Cisero Durwin, EdPsych Modules

“Provide multiple exposures to content.”
― Cheryl Cisero Durwin, EdPsych Modules

“Research indicates that students who engage in problem-solving, even if they get stuck or solve problems incorrectly, learned material better than those who receive instruction followed by practice at problem-solving (Kapur, 2008, 2014; Lodge, Kennedy, Lockyer, Arguel, & Pachman, 2018).”
― Cheryl Cisero Durwin, EdPsych Modules

“Another way to encourage active learning is to have students work on solving complex problems or issues before instruction.”
― Cheryl Cisero Durwin, EdPsych Modules

“Rather, active learning can be defined more broadly as any type of meaningful learning in which students construct a rich knowledge base (rather than memorizing facts) of interconnected concepts, prior knowledge, and real-life experiences (Bransford & Schwartz, 1999; Murphy & Woods, 1996; Renkl, Mandl, & Gruber, 1996).”
― Cheryl Cisero Durwin, EdPsych Modules

“Encourage students to be active learners.”
― Cheryl Cisero Durwin, EdPsych Modules

“Link new concepts to students’ prior knowledge”
― Cheryl Cisero Durwin, EdPsych Modules

“Whether we consider stages or ZPD, students profit from experiences that are within their reach cognitively. When teachers design tasks that are moderately challenging, students will be operating in their ZPD—or, in Piagetian terms, they will experience disequilibrium.”
― Cheryl Cisero Durwin, EdPsych Modules

“During instruction, teachers should provide problem-solving activities that enable students to use scientific concepts in practical ways. This allows scientific concepts to meet students’ personal, concrete experiences so their spontaneous concepts become structured and conscious (Karpov, 2006; Vygotsky, 1987).”
― Cheryl Cisero Durwin, EdPsych Modules

“While Vygotsky was interested primarily in social and cultural interactions as triggers of cognitive change, his theory actually emphasizes knowledge construction as both socially mediated and individually constructed (Moshman, 1997; Palincsar, 1998; Windschitl, 2002).”
― Cheryl Cisero Durwin, EdPsych Modules

“While Piaget often is considered an individual constructivist and Vygotsky a social constructivist, the line between individual and social constructivism can easily become blurred: Even though Piaget was interested primarily in how meaning is individually constructed, he acknowledged social experiences as an important factor in cognitive development (Lourenço & Machado, 1996; Paris, Byrnes, & Paris, 2001).”
― Cheryl Cisero Durwin, EdPsych Modules

“During the 1940s and 1950s, schools typically used teacher-centered instructional approaches based on behavioral learning theories. Teachers were dispensers of information, and learning involved breaking down complex skills into subskills, learning those subskills in isolation, memorizing, and practicing.”
― Cheryl Cisero Durwin, EdPsych Modules

“You also may have heard teachers say that students have different learning styles—for example, some are “visual learners” and others are “auditory learners.” The way the brain processes information actually runs counter to these classifications. Research shows that if children are taught new information using several modalities, such as learning letters of the alphabet by looking at them, writing them, and naming them, the brain areas underlying each modality become activated even when children later process information using one modality, such as vision only (James, 2007). This suggests that rather than classify students as one type of learner or another, we should ask students to learn information in a variety of ways. This is consistent with research indicating that providing students”
― Cheryl Cisero Durwin, EdPsych Modules

“support incremental learning in their students. For example, emphasize that learning takes time and practice. Homework is an opportunity to practice new skills and knowledge learned in school. Explain to students that the more practice they get, the more efficient their brains will be at processing information or performing certain skills.”
― Cheryl Cisero Durwin, EdPsych Modules

“For teachers, the key is to provide enriching experiences that will allow for experience-dependent neuronal connections to form.”
― Cheryl Cisero Durwin, EdPsych Modules