COMPLEX COGNITIVE PROCESSES CHAPTER 8

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COMPLEX COGNITIVE PROCESSESCHAPTER 8
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UNDERSTANDING

• The capacity to take knowledge, skills and
  concepts and apply them appropriately in new
  situations. If you know where to apply and when
  not to apply and can do it in new situations , a
  person understands. Dr. Howard Gardner
• Learning and teaching about concepts..
• A category used to group similar events, ideas,
  objects, or people.
• Help us organize information.. about 7.5
  Million distinguishable differences in colors. By
  categorizing colors into a few concepts makes it
  manageable.

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Prototypes and Exemplars

• Prototype is the best representative of its
  category. Birds in Canada Canada geese
• Other birds similar but different
• Exemplars actual memories or recollection of an
  event or person.. Sofa/chair in your living room
  as compared to what you see in a high end ultra
  modern exhibit..

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DISCOVERY LEARNING

• JEROME BRUNER Inductive approach.. Formulating
  general principles based on concrete specific
  examples
• Learning will be more meaningful , useful and
  memorable if they focus on the underlying
  structure of the subject
• Bruner believed that teachers should provide
  problem situations stimulating student to
  question, explore and experiment
• Teacher provides general examples and the
  students discover the connections

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Bruner - Discovery

• EG.. Provide enough examples of triangles and non
  triangles until the students draw the
  connections..
• Role of the teacher to organize the class so that
  the students do most of the discovering and
  learning themselves
• Guided discovery students work alone or in
  small groups at own pace on a specific topic.
• Teacher provides the appropriate materials,
  guidance, hypotheses and assists the student in
  testing these hypotheses..

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Discovery Learning

• Concept is mammal - include pictures/descriptions
  of people, kangaroos, whales, cats, dolphins,
  fish etc.. Non examples as well as
  representative examples..
• What does all food have in common?
• Give the students a map of Ancient Greece with
  the cities removed and ask them where they mostly
  like were and why?

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Discovery Learning

• May be time consuming, not work for less advanced
  students, not enough background to cover certain
  subjects..

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David Ausubel -Exposition

• Concepts, principles and ideas are presented and
  understood NOT discovered.
• Meaningful verbal learning verbal information,
  ideas and relationships among ideas are taken
  together.
• Learning primarily occurs through reception
  rather than discovery.
• Rote memorization is not considered learning as
  it is not connected with existing knowledge

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Exposition

• Meaning explanation teacher sets out facts,
  materials in a carefully organized, sequenced and
  somewhat finished form thereby allowing the
  students to receive the information in the most
  user friendly and efficient method.Deductive
  reasoning from the general to the specific.
• Advanced organizer introductory statement of a
  relationship or a high level concept to
  encompass all the information being presented
  (overview)
• Scaffolding or support for new information

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Steps in Expository Learning

• Develop a well organized and thorough advance
  organizer Walk through a museum of art..
  Teacher presents an overview of what art
  represents, ie. Culture, personal views. Various
  periods in time, different styles of painting..
  Look for these changes and what they mean
• What are the similarities and differences between
  the way colons and semi colons are usedGive
  specific examples

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Problem solving

• Education to solve problems , mathematical and
  physical problems , health problems, social
  problems and problems of personal adjustment
  Robert Gagne..
• Problem- any situation in which you are trying to
  teach some goal and must find a way to do it
• Problem solving creating new solutions to
  problems

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General problem solving strategy

• Identify problem Teacher sets out the
  question/issue
• Define goals and represent the problem
  Important that the students understand what is
  being asked of them
• Explore possible strategies to solve the question
• Anticipate outcomes and begin to solve
• Look back and learn

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Factors that hinder problem solving

• Functional fixedness inability to use objects
  or tools in a new way.
• Response set Rigidity tendency to respond in
  the most familiar way
• EFFECTIVE PROBLEM SOLVING Elaborate and
  practice which facilitates organization of
  information and easier recall
• EXPERT TEACHERS - have a sense of what is
  occurring in their classroom, of what to expect
  during certain activities.. Focus on analyzing an
  issue/problem and mentally applying solutions.
  Deep well organized knowledge of the subjects
  they teach

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NOVICE TEACHERS

• Students bring intuitive models of basic concepts
  to a subject -Science/Math.
• Some of which may not at all be accurate..
  Sometimes necessary for students to unlearn
  certain things.
• PROBLEM SOLVING SUGGESTIONS
• Ask students if they understand the problem Can
  they separate relevant from irrelevant
  information. Ask the students to explain the
  problem to someone else.

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Problem solving

• Encourage attempts to see the problem from
  different perspectives Give students the
  opportunity in taking and defending different
  positions. Give one student the opportunity to
  take the lead in setting up the physics/chemistry
  experiment and the other observe the
  reaction/take notes and then reverse the roles
• Help students develop systematic ways of
  considering alternatives - Brainstorming,
  uncensored suggestions as to how to solve the
  problem. Think out loud when working through the
  issue.

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Learning strategies

• Students should be exposed to different
  strategies to come to a solution
• Teach conditional knowledge This is when, why
  and how you use various strategies
• Deciding what is important teachers can give
  students practice using signals in texts such as
  subheadings, bold words, outlines.
• Develop short summaries

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How to write summaries

• For each summary ask the student to
• Find or write a topic sentence for the section
  they are working on
• Identify the major ideas that cover the general
  points
• Find some supporting information for each point
• Delete unnecessary redundant material

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Strategies

• Use of underlining and highlighting
• Taking notes in class individual learning
  styles is a key issue
• PQ4R Preview , question, read, reflect, Recite
  and Review
• TEACHING FOR TRANSFER when previously learned
  material/ problem solving strategy is used to
  solve a new problem

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Strategies

• Over learning Multiplication tables
• You could use this math formula to
• Learning how to properly set up an experiment and
  measure chemicals properly can be useful in .
• Music requires an understanding of mathematics,
  abstract ideas and creativity

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Expository

• Comparative advanced Organizers bring into
  memory already existing schemas/ideas
• Compare French, Russian and American
  revolutions..
• Expository organizers provide new knowledge
  that the students will need to understand.
• Concept of 0, new vocabulary in Italian, new
  math formula

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Self Regulated Learning

• People change jobs on average seven times before
  they retire
• Requirement to acquire new skills and new
  knowledge
• Because these transitions take place constantly
  necessity to keep learning Self initiated and
  self directed
• Learners as agents The capacity to coordinate
  learning, skills, motivation and emotion

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Allyson and Phil University of Victoria Model
of self regulated learning

• FOUR MAIN STAGES
• Analyzing the task You ask questions as to what
  you see as relevant in order to meet the demands
  of the task. What information or resources do I
  require?
• Setting goals and Devising Plans You determine
  what you wish to accomplish today /this week and
  then go about determining how to achieve these
  goals

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Self regulated learning

• 3. Enacting tactics and strategies to accomplish
  the task - Metacognitive monitoring Are you
  reaching your goals , are the strategies working
  , are they efficient. Massed Practice
  (Cramming), Team approach, set specific times to
  study
• 4. Regulating Learning - Self regulated learners
  make decisions as to whether any changes are
  needed in the previous stages.

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What influences self regulation?

• Knowledge need knowledge about themselves, the
  tasks, the tactics and strategies for learning.
• Expert students know what tactics/approaches
  to learning work best for them. They also know
  quite a bit about the subject. They know which
  strategies to obtain best results quickly.
• TEACHERS ROLE You may have to assist students
  in obtaining the knowledge, where to look , help
  them with study skills. Correct inappropriate
  strategies.

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Influences on self regulation

• Motivation Self regulated learners are
  motivated to learn. They are serious about
  achieving the goal..
• CAUTION - If the grade becomes the only
  motivation it may contribute to problems in the
  longer term. Extrinsically motivated
• Volition knowledge, skills and motivation to
  assist the learner follow through with the task..
  Stick toed ness
• Family influences Parents can teach/model and
  encourage self learning. Rewarding goal setting

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Teachers and their role in facilitating self
regulated learning

• Teach students tactics and strategies that boost
  learning, including conditional knowledge about
  when and why to use a strategy
• Organize classroom so that the students get to
  observe effective self learning and receive
  feedback and correction
• For example when the student completes
  assignment , teacher provides feedback as to what
  was positive and what needed improvement

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Teachers role

• You ask questions that guides the students to
  Self evaluate their own work
• You ask questions to help the student understand
  your comments
• You ask questions that allows the student to
  understand when they are being successful
• You ask questions that allows the student to
  identify problems and possible solutions