Case Study

EDUC 776

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CASE STUDY: LEARNING AND COGNITION ASSIGNMENT INSTRUCTIONS

OVERVIEW This assignment provides an opportunity to examine how human memory is fallible by analyzing a case study where students don't remember everything they learn or misremember what they have learned. Cognition and learning are tightly-connected constructs. In Module 1: Week 1, you reflected on the mindsets and habits you employ as a student, and this assignment asks you to apply this self-knowledge to support Ms. Kontos and her students' learning. Practice applying your knowledge of brain-based learning and memory, as well as how your personal self- regulated learning strategies support your ability to recognize and accurately assess teaching and learning activities in the future. INSTRUCTIONS Review the case study below and answer the two questions that follow. For Question 1, respond to each part in its own paragraph (i.e., Question 1 will consist of two paragraphs – one for Part A and one for Part B). For Question 2, compose a response to the prompt in a single paragraph.

• The three paragraphs you submit for this assignment should total 250-350 words.

• Include a title page and a references section. An abstract is not required.

• Include at least one citation per paragraph to support your responses. Acceptable sources include the textbook and scholarly articles published within the last five years.

• Use current APA formatting throughout the assignment. Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

Case Study

Ms. Kontos is teaching a unit on human vision to her fifth-grade class. First, she shows her students a diagram of the various parts of the human eye, such as the lens, cornea, pupil, retina, and optic nerve. She then explains that people can see objects because light from the sun or another light source bounces off those objects and into their eyes. To illustrate this idea, she shows them Picture A.

Picture A

EDUC 776

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"Do you all understand how our eyes work?" she asks. Her students nod that they do.

The next day, Ms. Kontos gives her students Picture B.

Picture B

She asks students to draw one or more arrows on the picture to show how light enables the child to see the tree. More than half of the students draw arrows like the one shown in Picture C.

Picture C

Obviously, most of Ms. Kontos's students have not learned what she thought she had taught them about human vision.

Question 1 A. Explain why many students believe the opposite of what Ms. Kontos has taught them. Base

your response on contemporary principles and theories of learning and cognition. B. Describe two different ways in which you might improve on this lesson to help students gain

a more accurate understanding of human vision. Base your strategies on contemporary principles and theories of learning and cognition.

Question 2 Many elementary school children think of human vision like Ms. Kontos's fifth graders do, that is, as a process that originates in the eye and goes outward toward objects that are seen. When students revise their thinking to be more consistent with commonly accepted scientific explanations, they are said to be undergoing conceptual change. Explain how this process differs from acquiring procedural knowledge, revising their worldview, or acquiring a new script.

Criteria Ratings Points

Content: Question 1 - Part A

17 to >15 pts

Advanced

Response addresses students’ misconceptions accurately and concisely. Scholarly research source within the last five years is integrated.

15 to >13 pts

Proficient

Response addresses some aspects of students’ misconceptions. Scholarly research source is used but the scholarly research source is not within the last five years.

13 to >0 pts

Developing

Response is inaccurate, vague, or wordy. Research source is not scholarly.

0 pts

Not Present

17 pts

Content: Question 1 - Part B

17 to >15 pts

Advanced

Response addresses two ways to improve the lesson accurately and concisely.

Scholarly research source within the last five years is integrated.

15 to >13 pts

Proficient

Response addresses some ways to improve the lesson.

Scholarly research source is used but the scholarly research source is not within the last five years.

13 to >0 pts

Developing

Response is inaccurate, vague, or wordy.

Research source is not scholarly.

0 pts

Not Present

17 pts

Case Study: Learning and Cognition Grading Rubric | EDUC776_B02_202440

Criteria Ratings Points

Content: Question 2 36 to >32 pts

Advanced

Response describes the process of conceptual change accurately and concisely differentiates it from other cognitive processes.

Scholarly research source within the last five years is integrated.

32 to >29 pts

Proficient

Response describes aspects of cognitive processes, but there are 1-2 inaccuracies in the explanation or comparison.

Scholarly research source is used but the scholarly research source is not within the last five years.

29 to >0 pts

Developing

Response has 3 or more inaccuracies. Response is vague or wordy. Research source is not scholarly.

0 pts

Not Present

36 pts

Structure: APA Formatting

10 to >9 pts

Advanced

Uses APA formatting guidelines accurately and consistently. Includes properly formatted title page and references section.

9 to >7 pts

Proficient

1-2 issues present with APA formatting. Includes title page and references section with 1-2 errors.

7 to >0 pts

Developing

More than two issues with APA formatting are present. Includes title page and references section with more than 2 errors.

0 pts

Not Present

10 pts

Structure: Grammar/Mechanics

10 to >9 pts

Advanced

No issues with grammar or mechanics are present.

9 to >7 pts

Proficient

1-2 issues with grammar or mechanics are present.

7 to >0 pts

Developing

More than two issues with grammar or mechanics are present.

0 pts

Not Present

10 pts

Case Study: Learning and Cognition Grading Rubric | EDUC776_B02_202440

Criteria Ratings Points

Structure: Length 10 to >9 pts

Advanced

Three paragraphs addressing the questions separately, totaling 250-350 words.

9 to >7 pts

Proficient

Three paragraphs addressing the questions separately, totaling slightly fewer than 250 words or slightly more than 350 words.

7 to >0 pts

Developing

Writing is either too vague or too wordy and not concise. Candidate does not use three paragraphs addressing the questions separately. The total word count for the assignment is significantly fewer than 250 words or significantly more than 350 words.

0 pts

Not Present

10 pts

Total Points: 100

Case Study: Learning and Cognition Grading Rubric | EDUC776_B02_202440

1 LEARNING AND COGNITION CASE STUDY

Learning and Cognition Case Study

Shanay Y. Howard

School of Education, Liberty University

Author Note

Shanay Y. Howard

I have no known conflict of interest to disclose.

Correspondence concerning this article should be addressed to Shanay Y. Howard.

Email: [email protected]

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2 LEARNING AND COGNITION CASE STUDY

Case Study

Question 1

A. Students, as demonstrated in Picture C, believe the opposite of what was taught to them

by their teacher due to their prior learned knowledge and schemes. I also believe, there

was limited teaching in developing a process to encode the message to the students from

when it was originally taught to them in the first interaction. According to the text,

“information stored in the working memory lasts less than 20 seconds unless its

processed further, and only a few things can be stored at one time.” While the teacher

thought she communicated clearly on how human vision works, she added another day of

new information regarding how eyes work, that I believe did not build on the working

memory the students had from day one.

B. Two ways I would improve this lesson to help students clearly understand the concept of

human vision would be first through implementation of several activities that extend the

concept of human vision bouncing light from the sun and second through a multimedia

video, on the same concept, on another day in class. The activities that I would use to

extend the concept of human vision would be the students first taking notes and

responding to what was taught in the lesson. Then, I would have them draw the arrow and

concept on the first day of the lesson. If after reviewing the notes and drawings, the

concept was not learned we would return to the teaching of the concept. The second way

to increase understanding would be through video. As we read in the text, rehearsal and

visual imagery are just two processes that help with the long-term memory process.

Additionally, the authors in the text state, a classroom strategy for getting and keeping

students’ attention is incorporating “a variety of instructional methods into lessons.”

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3 LEARNING AND COGNITION CASE STUDY

Including the video, in this lesson, would show another way to teach the concept of

human vision.

Question 2

Undergoing conceptual change is different than just acquiring procedural knowledge.

This is the more detailed and extended process of meaningful learning. The students when they

are undergoing a conceptual change, they truly understand the concept and also will add their

thought to the process to retain this information longer and for their futures. This is also different

than revising their worldview or acquiring a new script. I love how the authors of our textbook

put it as the goal of helping students construct knowledge. They state, “a teacher’s goal...should

not and cannot be that students absorb all the information they’re given. A more achievable goal

is that students construct appropriate and useful understandings of academic subject matter that

make reasonable sense of it.” Promoting conceptual change is an intentional process. Making

sure misconceptions are addressed and reflective feedback is provided to all students help in

conceptual change. Using what the students know to teach a concept is not easy but, will

promote conceptual change that is different than just reviewing their worldview or giving them a

new script.

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4 LEARNING AND COGNITION CASE STUDY

References

Ormrod, J. & Jones, B. (2023). Essentials of educational psychology: Big ideas to

       guide effective teaching. (Chapter 2). Pearson.

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1 CASE STUDY LEARNING AND COGNITION

Case Study Learning and Cognition

School of Education, Liberty University

Author Note

I have no known conflict of interest to disclose.

Correspondence concerning this article should be addressed to Samantha Hines

Email:

A. Explain why many students believe the opposite of what Ms. Kontos has taught them. Base

your response on contemporary principles and theories of learning and cognition.

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2 CASE STUDY LEARNING AND COGNITION

Learning, as described by Ormrod and Jones (2016), does not involve recalling information

over a short period of time. It involves a long-term effect that lasts is grounded in the brain

because of the experiences the student is surrounded by (Ormrod & ones, 2016). The part of the

brain responsible for learning is the cortex and various pieces of the cortex are responsible for

daily aspects we run into (identifying objects, general knowledge, attention, etc.) (Ormrod &

Jones, 2016). Explicit learning begins to take place as children begin to grow and develop,

educators can assume that Ms. Kontos’s fifth graders are able to “consciously think about,

interpret, and reconfigure what they see and hear in their environment” (Ormord & Jones, 2016).

Taking this into consideration, the way that Ms. Kontos presented the content, she did not allow

students time to interpret and come to their own conclusions on how humans see objects. Ms.

Kontos wanted students to know how humans are able to see objects and gave students too much

information at the beginning of the lesson which confused and, in some cases, could have caused

disinterest. At this age, information must be broken down for content construction to occur so

students can then piece together the important information they need to know (Ormrod & Jones,

2016). It is important to remember that students may not always remember what they are taught

and how easily something is recollected depends on how the content was originally taught

(Ormrod & Jones, 2016).

B. Describe two different ways in which you might improve on this lesson to help students gain

a more accurate understanding of human vision. Base your strategies on contemporary

principles and theories of learning and cognition.

I would break this lesson into parts, beginning by telling students that our eyes are like

cameras that take pictures of the world around us and are sent to our brains. Our eyes are made

up of different parts just like cameras are. Ormrod and Jones (2016) describe that once a new

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3 CASE STUDY LEARNING AND COGNITION

idea is presented it can trigger a series of familiar ideas that allow the learner to make

connections. Then present students with photos of the parts of the eyes and walk them through

what they are responsible for. Have students label the parts of the eye in groups or on their own.

Lastly, explain with photos and a video that when light enters our eyes it goes through the cornea

and the lens, and then hits the retina sending a signal to our brain. These signals travel along the

optic nerve to the brain, which turns them into the images we see. The next day, review how the

eye works with students then have them practice using photos and drawing the arrows like Ms.

Kontos had originally done. Another way to approach this lesson is to use a series of analogies,

pictures, and videos that along with the content to allow students to see and hear the information

that appeals to the different learning styles. With this approach, I would begin with a video “The

Magic School Bus: I Spy with My Animal Eyes. This video takes students into the eyes of

animals which will grasp their interests quickly. Then provide diagrams of the human eye and

work with students through comparing and contrasting the different parts with animal eyes.

Lastly, present students with how our vision works and move through the same photos Ms.

Kontos presented them. The following day I would review and have students demonstrate their

understanding.

Question 2

Many elementary school children think of human vision like Ms. Kontos's fifth graders do, that

is, as a process that originates in the eye and goes outward toward objects that are seen. When

students revise their thinking to be more consistent with commonly accepted scientific

explanations, they are said to be undergoing conceptual change. Explain how this process differs

from acquiring procedural knowledge, revising their worldview, or acquiring a new script.

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4 CASE STUDY LEARNING AND COGNITION

Conceptual change, acquiring procedural knowledge, revising one's worldview, and

acquiring a new script are all different cognitive processes that involve modifying one's

understanding or behavior, but they operate in distinct ways. Conceptual change involves

revising one's understanding of a particular concept or phenomenon to align more closely with

scientifically accepted explanations or models (Ormrod & James, 2016). In the case of human

vision, it might involve shifting from the intuitive notion that vision emanates outward from the

eyes towards objects, to the scientific understanding that vision involves light entering the eyes

and being processed by the brain. This process typically requires teachers to recognize and

address misconceptions or alternative frameworks that students may hold, often through

exposure to new information, experiences, or instructional interventions. Conceptual change can

be challenging because it involves reorganizing existing mental frameworks, which may be

deeply ingrained or intuitive (Ormrod & James, 2016). Acquiring procedural knowledge

involves learning how to perform a specific task or procedure, often through repeated practice

and instruction (Ormrod & James, 2016). Procedural knowledge is typically focused on "how to"

rather than understanding underlying principles. Unlike conceptual change, acquiring procedural

knowledge may not necessarily involve a significant shift in understanding or belief about a

particular concept; rather, it focuses on developing skills or competencies. In this case, it is the

process of students learning how light reflects off our eyes and sends signals to our brain which

interprets what we are seeing. While conceptual change involves revising the understanding of

specific concepts, acquiring procedural knowledge focuses on learning how to perform tasks.

Each process operates differently and may involve distinct cognitive mechanisms.

References

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5 CASE STUDY LEARNING AND COGNITION

Ormrod, J., & Jones, B. (2016). Chapter 2: Learning, Cognition, and Memory. In Essentials of

Educational Psychology: Big Ideas to Guide Effective Teaching (5th ed., pp. 22–60).

Pearson.

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