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Cultural relevance in cognitive teaching practices

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Cultural relevance in cognitive teaching practices

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This Edcamp is focused on

Cognition.

Download a digital copy here.

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Designing for Learning - Digital Promise

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Welcome Edcamp organizers and participants! Digital Promise, and Transcend are excited to offer a new resource...

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For more information about Edcamp watch this video and explore the links:

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For more information about Edcamp watch this video and explore the links:

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https://digitalpromise.org/edcamp/

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Edcamp: Professional Development for Teachers by Teachers

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Types of cognitive learning

1. Implicit learning. When you learn knowledge and skills without realizing it, this is known as implicit learning.

2. Explicit learning. Happens when you seek out learning activities and opportunities because you explicitly want to learn something.

3. Cooperative and collaborative learning. Cooperative learning is learning that takes place in groups. Each member contributes their best skills and qualities. Collaborative learning is when one person, usually and educator, provides a concept and helps the group construct meaning around the idea.

4. Meaningful learning. A form of cognitive learning that utilizes the motivational, cognitive and emotional dimensions.

5. Associative learning. Learning that involves an association between preselected stimuli and exact behavior.

6. Habituation and sensitization: Non-associative learning. Is a primitive type of learning that makes it possible for humans to adapt, which is something that we have to do in our day to day lives. An example of habituation would be people living near a noisy highway. When they first move in, they are aware of all of the vehicles that pass by their house, but as they live there for an extended period, they become desensitized to the noise, and it rarely bothers them.

7. Discovery learning. When you go out of your way to learn, and actively search for knowledge, that’s discovery learning.

8. Observation or imitation learning. When we model our behavior after someone else or something we have seen.

9. Emotional learning. Learning that involves a person’s development of emotional intelligence, which we use to control and manage our emotions.

10. Experiential learning. The kind of cognitive learning that is a direct result of our experiences. It is incredibly subjective, as individuals experience events and phenomena differently.

11. Rote learning. This form of cognitive learning involves the memorization of information, without understanding it on a deeper level.

12. Receptive learning. An utterly passive kind of learning, where the individual only gets the information that they are trying to learn. An example would be a lecture, where the professor lectures and the students passively listen.

13. Metacognitive strategies. Metacognition means “thinking about thinking.” This cognitive learning type involves us consciously deciding which learning strategy we plan to use when we engage in a learning experience.

Bottom line: When it comes to cognitive learning, every person is different, which is why an array of learning styles is needed to help all of your students reach their academic potential.

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anything helping students represent themselves in their art more (meta-cognition)

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Activating Students’ Background Knowledge with Meaningful Encoding

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Activating Students’ Background Knowledge with Meaningful Encoding

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Connecting learning to prior knowledge. Growth mindset. Techniques in the classroom

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Meaningful Encoding, Metacognitive Thinking, Effective Practice, Specifically - how to support these as the Library Media Specialist and use of makerspaces

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accessing existing knowledge. building schema

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Giving quality feedback, ways to encourage student metacognition and awareness, accessing prior knowledge

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Teaching in bite size pieces, and giving feedback quickly.

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Effective tools and strategies.. what defines good feedback?

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Formative feedback

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giving feedback, allowing for collaborative experience of students

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Feedback and reflecting

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Giving feedback

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Scaffolding of learning. Background knowledge and connection

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Giving feedback, Cognitive Psychology

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Meaningful Encoding, Effective Practice, High-Quality Feedback

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Meaningful Encoding

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Connecting learning to prior knowledge and experiences

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How are they connected? Who are the thought leaders in this area?
Thought leaders to follow: Dr. Mary Helen Immordino Yang and Zaretta Hammond

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1. Positive, Yet Constructive Feedback Utilizing SEL Strategies
2. Cognitive Boundaries and Socio-Emotional Learning

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SEL skills

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Student centered conversations that deepen comprehension -such as topic starters, safe spaces, accountable talk, varying formats

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Social emotional

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Trauma

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Being able to recall information already learned

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retrieval practice

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Manageable Cognitive Load

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feedback retrieval practice

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Effective tools and strategies.. what defines good feedback?

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How can I utilize cognition in my class to help students retain information?

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Mindfulness

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Giving feedback in a way that MOTIVATES students to improve or revise their work, rather than discouraging them or feeling overly critical.

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impact of COVID-related schooling & change

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Defining Cognition with Transcend's Design for Learning

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Defining Cognition with Transcend's Design for Learning

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Understanding cognition better.

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Latest research

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Memory

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remembering and recalling

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ADHD, Neurodiversity, ASD, PTSD and CPTSD latest research

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ADHD and processing, receptive processing

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Connecting learning across disciplines

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incorporating cognition principles in design and use of technology in math classes

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Translating Cognitive Science to EdTech: Searching for Impact

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Translating Cognitive Science to EdTech: Searching for Impact

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http://gureckislab.org/blog/?p=4480

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I'm a post-doc in the Gureckis lab working on translating some of the ideas in cognitive science in educationally-relevant directions. I've always felt it is a shame that despite thousands of studies on learning and memory most cognitive psychology findings are not translated or absorbed into educational practice (I'm not alone in this). In this post, I will describe my own journey in the lab to bridge this gap. My next post will introduce in more detail the types of applications I am developing and discuss some of the design decisions that need closer scientific scrutiny. For now I am planning to just share our progress and the adventure of taking cognitive science out of the lab and into the real world! I'd be really interesting in hearing other people's thoughts about translating cognitive science and education, so feel free to comment below!

Just after I arrived at NYU in January 2015, I told Todd that I had an ambition to enter the Global Learning XPRIZE (GLXP), with the goal of creating tablet software that would teach children basic literacy and numeracy skills. The competition, put forth by the same XPRIZE Foundation that kickstarted the private space industry in 2004, will award $1 million to up to five finalists who will be chosen this November after their software is tested by a panel of judges. The software from each finalist will then be loaded onto 400 tablets and distributed to 7- and 8-year-olds in Tanzanian villages (one per child, 10 per village) who have enrolled and been given math and literacy pre-tests. The kids will be given no guidance on how or when to use the tablets, and indeed may not have ever had any formal schooling. After 1.5 years of using the tablets (which will be charged daily via solar charging stations, but without internet), the children will take a post-test, and based on their improvement a single grand prize winner will be selected and awarded $10 million. Ambitious? Certainly. But possible? Perhaps.

The Global Learning XPrize represents the ultimate application that I believe cognitive scientists should be interested in, but often merely pay lip service to.

Creating a science-based entry to the GLXP has been my post-doc side project while I continued to design, implement, run, analyze, and write up more traditional cognitive psychology experiments. To me, the GLXP represents the ultimate application that I believe cognitive scientists should be interested in, but often merely pay lip service to. With my background in language acquisition, and our mutual interest in active, self-directed learning, I thought Todd and I would have as good a shot as anyone at designing, implementing, and improving automated tutoring software. At the very least, I wanted him to know that I had an eye towards (ambitious) applications of the scientific knowledge garnered in our research. With this in mind, Team egoTeach was born and officially registered, and along with ~130 other teams from around the globe.

In brief, the egoTeach approach is to 1) create a suite of fun games that continuously present and test 2) shared educational content between them, while 3) continuously adapting to the learner's performance by scaling up (or down) game dynamics as well as content difficulty. If this sounds like a lot of other edTech products (albeit on a grander scale), that shouldn't be surprising: presenting concepts in multiple motivating formats, scaffolding content, and adapting to the learner's pace are clearly desirable features. The difference is that egoTeach bakes in a lot of hard-earned wisdom gleaned from decades of cognitive psychology experiments on memory and learning. However, this is far from easy due to the way we do cognitive science: experiments typically manipulate one ( maybe two) factor and attempt to control for all others. In contrast, engineering demands that we create a complete product, necessitating us choosing the right recipe of factors and their several interactions.

egoTeach bakes in a lot of hard-earned wisdom gleaned from decades of cognitive psychology experiments on memory and learning.

I can expand on our specific difficulties in a later post, but for now I will illustrate with a simple example: imagine you wake up at 9am in a panic, suddenly remembering that you have a French vocabulary test at 10am that you forgot to study for. Given one hour, how should you distribute your study time over the, say, 60 words you expect to be on the quiz?

You could simply stare at each French-English word pair for one minute, but you recall that decades-old findings from memory studies indicate that it is better to study each item multiple times (even for an equal amount of total study time). So you decide to cycle through the list three times (or four? five? surely not 50?), studying each item for 20 seconds. However, looking at the first few words you realize you already know some of them quite well, and you get bored before the allocated study time is done: but should you trust this feeling? Judgements of learning in memory studies are correlated with later performance, but not perfectly. Nonetheless, active memory studies (e.g. this one) have shown that learners benefit from being able to control how long they study each item, so it may be better to move on when you feel you're ready. You may not even need to study the easy ones as often; your time may be better spent on the hard ones. However, if your memory is poor or if there are too many items, maybe you should only try to learn a portion of them: but how many is too much? Another problem with going down the list repeatedly is that you will learn the sequence, much like you will learn to expect the next song on your favorite album as the last one finishes. Recall for individual items may depend in part on having the sequential context, so it would be better to randomize the order to some extent. Of course, that creates a logistical nightmare: unless you have study software or a flash card system that can aid you, keeping track of the how often each item should be seen-and when, based on its difficulty and your overall performance-is impossible. After all, you can't spend your entire hour trying to think up, let alone implement such a system! For the French test problem, there are in fact a number of spaced repetition apps out there to help you study, but what about fundamental concepts essential to building literacy and numeracy in the first place?

As it turns out the more we know about the cognitive science, the harder it may be to identify the best application of that knowledge! This is the main challenge that we have been addressing in our GLXP submission. In particularly, Hugo Goulart de Lucena and I have been working on a series of games to teach the alphabet, spelling, numbers, counting, addition, and subtraction using more than just spaced repetitions of rote facts.

As an initial update on this adventure, on Friday, April 1 Hugo and I were in Washington, D.C. at the World Bank HQ for a GLXP summit meeting. We were excited to meet the other teams, eager to see their presentations, and giddy that the GLXP was beginning to feel real-and that we were on track to be a part of it! After a security check (apparently 5 heads of state were in and out of the building that day for the nuclear summit), our expectations for the day soared as we walked into the high-ceilinged conference room, with it's immense oval conference table and personal microphone/translation stations. Each of the eleven teams in attendance (two more arrived later) gave a brief introduction. I was relieved to hear that we were not the only team with academics: teams affiliated with CMU (RoboTutor) and UCSB-both headed up by computer science professors-were there, but I was at least as curious to see the ideas the other teams had come up with. Below is a brief characterization of each team.

AutoCognitiva, with engineers in Hong Kong and an educator in the US, presented a nicely-designed collection of 'sandboxes' that implement a constructivist style of education, allowing children to actively experiment (and fail) with, for example, phonic spelling (using a specially-designed phonics keyboard), subject-verb-object sentence construction (enforcing correct structure, but not meaning), and a number line using blocks to teach quantity and addition that I particularly liked. Although these sandboxes were far less game-like than our egoTeach apps, AutoCognitiva's approach resonated most strongly with ours, given that we both focus on exploration and active learning to some extent. However, our games do have goals - even if the child has to explore to discover them (or maybe they will come up with their own goals!).

RoboTutor, founded by Prof. Jack Mostow of CMU, comes from a decades-old literacy project of his that uses quite stilted speech to teach concepts and ask kids questions. It seemed to me a rote repetition form of teaching, but although I personally dislike this it may work. The math approach is to give narrated math problems, with robot-narrated hints when mistakes are made.

GLEN, founded by Prof. Madhow from UC Santa Barbara, is mostly focused on teaching English-but will grudgingly do a Swahili translation to be eligible for the GLXP.

Narrativas is a one-man show with a rather abstract and arcane timeline idea, and is admittedly at the idea stage but in search of a technical co-founder.

John Harrison Project is run by Patrick, a self-described outsider with math and CS training who was intentionally vague about his approach, but tellingly gave us all an overview on state-of-the-art Swahili text-to-speech and speech recognition. Although actively-developed open source solutions such as PocketSphinx and Kaldi are making speech recognition easier than ever, implementing (and testing) grammar specifications for Swahili is a challenge. I assume the John Harrison project will be attempting to read children's books aloud, perhaps prompting children to read along. Patrick also admitted he is more focused on the Adult Literacy X-prize.

LearnLeapFly are a duo of Canadian math PhDs who gave a well-presented talk that said very little about what they are actually doing, although they claimed to soon be open-sourcing the development of their game engines and authoring tools from their 20-person team sometime - I look forward to seeing it!

EduApps4All had the most heartfelt story, for the founder Isabelle has persevered while working towards the GLXP's goal for 10 years-before it was a twinkle in XPRIZE's eye! EduApps4All has a few games with happy, cartoony graphics and quite a bit of content. It looks as though the interactions are mostly limited to touching fixed buttons on the screen, which is rather different than our approach of making integrating the response dynamics with the stimuli.

DeepOrigins didn't show up in time for introductions, but I had a nice chat with two of them at lunchtime and was intrigued to hear that their approach uses Ayurvedic music to teach all of the content. I'm not sure what that means, exactly, but I'm very curious!

Sleeping Dragons - Masako and Kenneth didn't do a full presentation, but they mentioned they are linked with Tulane and seemed quiet and competent: I wish I'd had more of a chance to speak with them.

Curriculum Content International, much like their name suggests, is a company that licenses content to large textbook publishers-and has done so for 30 years. The leader, Reginald Poe, admitted that they do not have the technical expertise to create the apps, but was looking to partner with a team that needed content.

Dev4X is another NY-based team, founded by seasoned entrepreneurs Bodo and Michael, that is creating a content-agnostic platform with the hopes of attracting content companies. It looks like they will then try to sequence/weave the content together. Dev4X is notable for trying a radically open approach: anybody who wants to volunteer can be involved simply by joining their weekly Skype calls.

Linguaculturalists are a family team (Michael and Michelle Hall, I believe) making what seems to be Farmville for education: you plant seeds that grow letters, which can be sold at the market for in-game money, or perhaps combined to build words. They are to be commended for actually publicly posting their code (and for actually having code!). I'm eager to see if their approach is successful: I do think such an ambitious game is exciting, but I think it will be quite difficult to effectively adapt a curriculum for this style of presentation...but I wish them luck! It would be truly exciting if it works.

Library4All is a pre-existing organization that is entirely focused on the literacy side. They certainly have content but I did not manage to hear from them how they will teach the alphabet and spelling.

Midnight Illusions is, I believe, the only team of professional app developers that was at the D.C. summit. Coming from outside Toronto and represented by Jason Bavington, they seem sharp, although we didn't see their full presentation because they had already given it in Paris! I look forward to reviewing that video.

Todo School has a UC Berkeley child development researcher involved, but I'm afraid we didn't get any details (and their website is down).

In summary, teams are taking fairly varied approaches, ranging from rote memorization to games to explorable sandboxes. Although academia had some representation, no other cognitive psychologists were evident. Nonetheless, Hugo and I came away energized: we still felt like our concepts were among the best, and that we were on track to submit a complete solution. Since the D.C. summit meeting, Hugo and I have been working hard on our apps, which I will introduce in the next installment. Thanks for tuning in!

Tags: education, translational science, xprize

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thinking about thinking " Translating Cognitive Science to EdTech: Searching for Impact

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I'm a post-doc in the Gureckis lab working on translating some of the ideas in cognitive science in educationally-relevant directions. I've always felt it is a shame that despite thousands of studies on learning and memory most cognitive psychology findings are not translated or absorbed into educational practice (I'm not alone in this).

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Tech equity, inclusion in the classroom

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Fostering Metacognitive Skills for Independent Learning

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Fostering Metacognitive Skills for Independent Learning

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Metacognition; making thinking visible; ways of verbalizing reasoning

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learning progressions, student self-assessment, thinking routines.

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Technology tools, Engaging ELL/ENL students

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Ways in which students process information

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Designing for English Learners

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Effective Practices

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How to enhance ESL learner's cognitive abilities

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STEM Resources

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Home - Association for Educational Communications and Technology

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The AECT Foundation supports emerging professionals who will have an impact on education; advances and disseminates knowledge and practice in our field; and develops global connections among professionals and professional practices.

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Cognition in students with intellectual disabilities

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Coding

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How to engage students who flatly do not want to be here.

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Experiences on how to keep focus.

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Metacognition for Primary Students

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Metacognition

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ed tech

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Cognitive load, teacher stress, edtech coaching skills, improving mentoring

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How to best engage students who try to avoid thinking and metacognition?

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Promoting learner autonomy in the classroom and self motivation for students who have become passive or “zombie” learners thanks to our hybrid year.

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Increasing student engagement & response opportunities, finding time and routines for student self-reflection & interaction with feedback, building in metacognition supports, motivating student who choose to shut down rather than engage in thinking.

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| The effects of online gaming to focused attention in learning.

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| Implementation of Peace Corners and Rooms in the school.

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Art

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Fostering a love for learning especially in the arts.

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Sketchnoting

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Giving feedback in a way that MOTIVATES students to improve or revise their work, rather than discouraging them or feeling overly critical.

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| Cultural/Social Cognition

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giving feedback, peer feedback, metacognitive practices

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Giving student feedback, student engagement, working in collaborative groups for students, building independent work stamina,

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Metacognition for younger students and students with disabilities

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Peer-to-peer feedback, reading, listening

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Design Knowing and Learning: Cognition in Design Education

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Design Knowing and Learning: Cognition in Design Education

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Design Knowing and Learning: Cognition in Design Education

edited by C. Eastman, W. Newstetter, M. McCracken

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Increasing student engagement & response opportunities, finding time and routines for student self-reflection & interaction with feedback

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ed tech/ instructional technology coaching strategies- best ways to present information to teachers

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making thinking visible

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Teaching the uncooperative learner