Foundations of Psychology Final Exam

Jill Thompson
7/31/2015
Essay 1: Unit 1: Two Classic Theories of Learning
2. Compare and contrast Platos theory of learning with Lockes theory of learning. Then explain
their implications for learning. Use other ideas discussed in this class to strengthen your argument.
Plato believed that learning was a process. As Phillips and Soltis tell in their book, learning
was a process of recalling what the soul had already seen and absorbed; his theory (if we can call it
that) even explains why it is that some people can learn more, or can learn more readily, than others.
For Plato, teaching is simply the helping of this remembering process (LOC 370). He saw learning as
a natural, passive process.
Locke agreed with Plato on most things, but unlike Plato, believe that knowledge was not a
natural thing you were born with. In his view the infant came into the world with a mind that was
completely devoid of content it was like an empty cabinet, a blank tablet, or a tabula rasa (LOC
424, Phillips and Soltis). He did not disagree that something needed to be in the cabinet in order for
children to learn.
There are many implications for both theories. According to Plato, man or woman have the
capacity to learn. He believed that people have knowledge, and that it simply needs to be woken up.
According to his theory then, it would be impossible to fill ones brain with knowledge if there was no
prior knowledge there to begin with. We know now that this is not the case.
A large part of Lockes theory explains how students need to have experiences in order to learn
something and tie their new knowledge to their experiences. This is a big implication because
teachers come across students with very diverse life experiences. We are unable to look into those
students memories and see what they have seen. It is our job to provide them with relevant teaching
and common experiences that they can take with them to tie into classes as they grow.

Foundations of Psychology Final Exam

Jill Thompson
7/31/2015
Essay 2: Unit 5: Transfer, Limits of Mind, and Social Aspects of Learning
7. Fostering the transfer of learning in schools and classrooms has long been seen as a major goal in
education but it is consistently difficult to produce. After giving a brief description of what transfer
is please explain what factors improve transfer and what teachers can do to avoid instances of poor
transfer. Use specific scenarios in your explanation.
Transfer of learning is exactly what it sounds like. It is when students are able to transfer
knowledge from one prior experience to a new one. When we plan our curriculum, we want to
vertically align our content with other grade levels so that students are able to transfer information
easily as they learn and grown. Students must have an adequate amount of knowledge in the original
subject learned before it is able to be transferred. Degree of mastery is key. If a student does not
understand material, it will be difficult for them to later transfer that knowledge.
There are several factors that improve transfer of learning for our students. Bransford et al
mention these in the 3rd chapter of their book, How People Learn. One of the first things they
mention is that we need to teach students to understand, instead of memorize. Students should not
be blabbing vocabulary definitions. They should be engaged in their learning by doing things that
would be on the higher end of Blooms, such as creating, evaluating, and analyzing. We must avoid
using rote memorization in times when we can use student centered, inquiry based learning. When
students are doing lower levels in Blooms Taxonomy, they are memorizing versus understanding.
The authors also write about motivation. We know that students need to be motivated in order
to have interest and learn. Something we can do as educators to improve transfer is make sure that
our instruction is at the proper level of difficulty. The authors write, tasks that are too easy become
boring; tasks that are too difficult cause frustration (LOC 1064). We must ensure our teaching is at
the correct level for students, in order for them to learn as much and as meaningfully as they can.
This knowledge can later be transferred. In order to avoid students losing motivation, we should have
a good sense of humor, and make learning relevant and exciting.
The context of which a student learns material plays a large part in their ability to transfer. If
their original learning occurred in a very specific or isolated way, students may struggle to understand

Foundations of Psychology Final Exam

Jill Thompson
7/31/2015
the same concept presented in a different situation. The authors use an example of Brazilian street
children performing math problems on the street but unable to do so in the classroom. Teachers can
help reduce instances of this issue by making learning relevant to their lives. Math problems in the
classroom do not need to be dry; they can be about something new and exciting that relates to their
lives.
Essay 3: Unit 5: Transfer, Limits of Mind, and Social Aspects of Learning
8. Despite all that we know about the individual mind as it relates to education, learning is largely a
socially constructed activity. This is especially true in modern classrooms with multiple students.
Focusing heavily on the ideas of Lev Vygotsky, John Dewey, and Albert Bandura, explain three
major social factors of learning and how they can be used in the classroom.
Dewey was a strong believer of students working together in groups. When I think of Dewey, I
think of the term organized chaos. The best way to learn a new idea, according to Dewey, was by
means of normal communication with others the process of communication in which the learner
was interacting with others in purposeful activities or investigations of common interest (LOC 1285).
Students need to work together in order to understand complex concepts, rather than be told about it.
As a teacher (especially science teacher) I feel that making my classroom social is my top priority.
Basing your curriculum design on social aspects such as students doing hands on work and
collaborating together is one way you can promote socializing in your classroom.
Vygotsky and Dewey both talked about language and its importance in learning. Everything a
child learns is through a language. Our authors tell about Vygotsky and his realization that students
in schools learn complex names (vocabulary) without experiencing concepts. It is difficult to teach
and learn abstract concepts, yet students are able to learn names using language through examples.
Everything we teach must be relayed through some understanding of language. Students
understanding is based on whether or not they understand the language we teach them in. If a

Foundations of Psychology Final Exam

Jill Thompson
7/31/2015
student is competent in English, they are able to learn endless things by expressing themselves
through language.
Vygotsky also recognized that a large part of social learning takes part when children are able
to observe their surroundings. They learn to imitate their teacher or parent, which leads to higher
mental functions. Bandura also recognized this, and brings up the fact that many children learn from
simply watching TV seeing everyday situations. Children tend to act like their parents and teachers.
Teachers must serve as great role models that children can learn from and grow up to be globalized
citizens of the world.
Essay 4: Unit 7: Research about Teacher Learning
10. Based on what you know about teacher learning explain what kinds of characteristics the ideal
professional development should possess. Similarly, based on the research you have read about,
what things can you do as a participant in professional development to make less than ideal
professional developments worth your time?
When I think about teacher learning, I think about student learning. Essentially, teacher
learning should have the same characteristics we think about when we plan our own lessons to teach.
Teachers should be engaged, not sitting in the back of the room snoozing or grading papers. The right
professional development should not give teachers to the chance to do so. Participants should be
talking just as much or more than the presenter.
In my opinion, I think that professional development is as good as you make it. In order to
make it worth your time, you have to think it is worth your time. Instead of going in complaining with
a frown on your face, listen, participate, and enjoy it. I, personally, have always liked professional
development. The only reason it gets such a bad rep is because people think it puts a bad taste in their
mouth.
From doing our readings, I have realized that the best kind of professional development is
when it happens over an extended period of time. Random spurts of lots of information doesnt help,
unless you are implementing it over the course of a semester, year, etc. Bransford et al write, The

Foundations of Psychology Final Exam

Jill Thompson
7/31/2015
typical workshops tend to occur once, deal with decontextualized information, and often to do not
resonate with teachers perceived needs. By contrast, research evidence indicates that the most
successful teacher professional development activities are those that are extended over time and
encourage the development of teachers learning communities (LOC 3683). Throughout the course
of my student teaching I saw many different long term projects being implemented in PLCs and
learning groups. I hope to see similar professional development in my new school this upcoming
year.