1 / 21

Making Connections: How Examples Work

Making Connections: How Examples Work. Kelly Mix. Teachers generate examples frequently (Richland, Holyoak & Stigler, 2004) We’re gonna say this—this circle right here is an orange. It’s an orange. Alright, it’s an orange. Now let’s say we’re gonna

stacia
Download Presentation

Making Connections: How Examples Work

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Making Connections:How Examples Work Kelly Mix

  2. Teachers generate examples frequently (Richland, Holyoak & Stigler, 2004) We’re gonna say this—this circle right here is an orange. It’s an orange. Alright, it’s an orange. Now let’s say we’re gonna take—stick a needle in the orange n’ suck out everything inside except for the peeling of the orange ((demonstrates with hands)). Okay (.) we’re—we’re gonna pretend like that’s our circumference righ’ there.

  3. “Qualitative Change”

  4. Abstracting Conceptual Structure

  5. 1. Abstracting conceptual structure 2. Seeing relatedness

  6. Abstracting Conceptual Structure • Learners struggle with this . . . (Goldstone & Son, 2005) Competitive Specialization

  7. Abstracting Conceptual Structure Concrete Idealized

  8. Abstracting Conceptual Structure

  9. How do students abstract structure? By Comparing! • Multiple examples (Namy & Gentner, 2004, Waxman & Markow, 2000) • Concreteness Fading (Goldstone & Son, 2005)

  10. 1. Abstracting conceptual structure 2. Seeing relatedness

  11. Seeing Relatedness Learners struggle with this . . . (Gick & Holyoak, 1980)

  12. Seeing Relatedness Gick & Holyoak, 1980

  13. Seeing Relatedness Gick & Holyoak, 1980

  14. Seeing Relatedness Gick & Holyoak, 1980

  15. Seeing Relatedness Gick & Holyoak, 1980

  16. How is a robin like a chicken? Structure Mapping Theory (DedreGentner and colleagues)

  17. How is a robin like a chicken? Lays eggs Eats worms Lives in trees Builds nests Lays eggs Eats worms Lives in barnyard Builds nests Structure Mapping Theory (DedreGentner and colleagues)

  18. How is time like a river? Structure Mapping Theory (DedreGentner and colleagues)

  19. Seeing Relatedness • similar relational structure • some impetus teacher direction shared labels high surface similarity many points of alignment (richness)

  20. Instructional Implications • Choose examples/exercises with clear and complete relational structure • Use multiple examples and encourage comparisons • Scaffold the alignment process

  21. What did this teacher do right? What could’ve been better? We’re gonna say this—this circle right here is an orange. It’s an orange. Alright, it’s an orange. Now let’s say we’re gonna take—stick a needle in the orange n’ suck out everything inside except for the peeling of the orange ((demonstrates with hands)). Okay (.) we’re—we’re gonna pretend like that’s our circumference righ’ there.

More Related