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Page history last edited by Starr Hoffman 10 years, 9 months ago

EDHE 6050



"whether you think you can or not, you're right..." 


Chapter 3

(continuing discussion from last week)



how our view of ourselves can get in the way of (or aid) our learning

our models may be imperfect; assess your goals, know your own strengths

perfection is unachievable (without error, absolute correct every single time)

knowing your strengths & weakness is central to self-efficacy; know that you're imperfect and that's okay

accepting that you make mistakes and being able to admit it frees you up to try again, improve, learn

perfectionists are similar to pleasers--please parents, teachers, etc.

perfectionist seeks to be as great as possible to please themselves

pleasers often have lower self-esteem; want directions to do things exactly as others expect/want; say "yes" to many things; often very susceptible to peer pressure in younger years

(these personalities are about motivation)


Chapter 6

(Constructivism; Chapter 7 in my older edition)


(Dr. Whitson's favorite chapter, because she is a Constructivist)

knowledge gaining (the "what") and learning (the "why") theory...

not a theory; an epistomological philosophy


discussion about agreement/disagreement with: "perception is reality"


the way we think influences the way we learn; big picture thinkers, little picture people (detail-oriented), etc.

concrete vs. abstract thinkers


"the fabric of mature faith is woven with threads of conquered doubts" 

work through what you see as a contradiction, and find that the contradiction was wrong (making the original belief stronger)


difference between learning and development?

development is a natural physical and mental progression; you will develop whether or not you learn 

developmentally, when does adulthood begin? about 26 years old

(hence, "adult learning" refers to about the age of 26+)

androgogy (adult teaching/learning) is more self-directed than pedagogy  (young adult teaching/learning)

hence, discussion-oriented courses in graduate school, versus structured lecture courses in undergrad


the strangeness of having 18-year-olds make decisions about their major, when they haven't fully developed or had a chance to live as an adult, find out who they are

only 40% of people work in the same area as their bachelor's degree major

will change jobs numerous times throughout life


(handout on epistemology) 

-- origins, nature, and limits of knowledge

the revised medical definition of life is having brain activity (rather than heart activity)

(handout on constructivism & epistemology) 

Socrates said, "knowledge is only perception"

(the idea that if you think you understand, then you do--and if you don't think you understand, then you don't)

-- not always true; we may not be confident that we know something, but may be able to perform the concept, or answer the question correctly

Socratic method--asking open-ended questions

to what end? -- to foster thinking/discussion, for the student to form a conclusion, to let the student explore and discover the "right answer" (there may not be a definitive right answer, so the answer that is applicable within the framework of that student's learning)

master teachers instinctively teach this way, even without being taught this method


drawing out knowledge with questions that cause students to work through a problem themselves and see that they can find the answers themselves = students sense-making




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