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EPSY 251 part II


... performance earns points for the group (pg 412 text) Grouping adds motivation. ... Many times students design and create ways of exploring key science concepts. ... – PowerPoint PPT presentation

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Title: EPSY 251 part II

EPSY 251part II
  • M. Young, Ph.D.
  • (860) 486-0182
  • Myoung_at_uconn.edu
  • 130 Gentry Bld.

Motivation Learning strategies
  • Cooperative Learning
  • Collaborative Learning
  • Authentic Learning
  • Problem-based Learning
  • Case-based Learning
  • Project-based Learning
  • Reciprocal Teaching

When is Motivation extrodinary?
  • Pokémon Silver?
  • Olympic Athletes?
  • So what are the characteristics of motivation?

Csikszentmihalyis Flow
  • A challenging activity that requires skill
  • Merging of action and awareness
  • Clear goals
  • Feedback
  • Focus of concentration
  • Feeling of control (no dire consequences)
  • Loss of self conciousness
  • Transformation of time

Cooperative Learning
  • Slavins STAD groups
  • Heterogenious grouping (based on learning
    expectation scores ILEs)
  • Individual performance earns points for the group
    (pg 412 text)
  • Grouping adds motivation.

Collaborative Learning
  • Reciprocal Teaching (collaborative reading)
  • Problem-based Learning (collaborative math)
  • Project-based Learning (collaborative science)
  • Authentic Learning (apprenticeship)

Reciprocal Teaching
  • Ann Brown AnneMarie Palinscar
  • a dialogue between students and teacher, each
    taking a turn in the role of dialogue leader
  • "reciprocal" interactions where one person acts
    in response to the other
  • structured dialogue using four strategies
  • questioning, summarizing,
  • clarifying, predicting.

Problem-based learning
  • Learning is student centered.
  • Learning occurs in small student groups.
  • Teachers are facilitators or guides.
  • Problems form the organizing focus and stimulus
    for learning.
  • Problems are a vehicle for the development of
    clinical problem-solving skills.
  • New information is acquired through self-directed

Learning by Design,(projects) 1 of 5
  • Authentic, engaging design-and-build activities
    that enliven students interest in science.
  • Case-based reasoning Kolodner, 1993 and use of
    analogical reasoning with concrete cases to
    inform design decisions (e.g., experience with
    toy cars, paper-based cases, on-line case

Learning by design (projects) 2 of 5
  • Multiple contexts for design activities,
    including designing devices, fair-test
    experiments, instruments for measurement, and
    information searches
  • A balance of constrained, scaffolded challenges
    with more open-ended design tasks. Naive and
    novice designers benefit from tasks like product
    redesign (Crismond, 1997).

Learning by design (projects) 3 of 5
  • Rich varied feedback for designers, through
    real-world testing, peer and expert analysis of
    conceptual designs, comparisons to expert
    model-case solutions and comparisons between peer
    designs, and extant expert design guidelines.
  • Well-orchestrated approaches to generating
    classroom discussions and collaborative work,
    including gallery walks and pin-up sessions for
    studio-like design discussions (Schön, 1991) and
    work with white boards to record and support
    student-generated inquiry (as in "problem-based
    learning", (Barrows, 1985)).

Learning by design (projects)
  • Experimental and exploratory laboratory work that
    supports the design challenge and engages
    students in investigation. Many times students
    design and create ways of exploring key science

Learning by design (projects) 4 of 5
  • Support for process thinking and self-monitoring
    and a strong reflective component, through the
    use of design diaries, "design dials", reflective
    discussions, publication of lessons learned, and
    optional sophisticated, but easy-to-use, software
    in support of the wide variety of learning,
    problem-solving, discourse, and understanding
    activities that students engage in.

Learning by design (projects) 5 of 5
  • "Launcher" activities to introduce students to
    the science skills and complex cognitive and
    social skills critical to doing, learning, and
    applying science.

Athropod project- EduTech
Common Problems with Collaborative learning
  • Stacys presentation

End Motivation Lectures
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