Extended Thinking

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Extended Thinking Complex Cognitive Processes
agricultural education 230
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Objectives

• Comprehend the importance of thinking and
  understanding.
• Understand concepts and how to teach them
• Become familiar with learning strategies and
  study skills.
• Describe how a teacher teaches for transfer.

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The Importance of thinking and understanding

• 224
• 4 x 10 40
• pr2

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• Understanding involves appropriately
  transforming and using knowledge, skills, and
  ideas
• (Woolfolk, 2004)

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• Most of what we know about the world involves
  concepts and relationships between these
  concepts.
• so what is a concept?

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Concept

• Concept a category used to group similar
  events, ideas, objects or people
• Concepts are abstracts
• Do not exist in real world
• Only examples of concepts exist

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Definitions to help understand concepts

• Defining attributes distinctive features shared
  by members of a category
• Concepts share a set of defining attributes
• Example- books
• Group example
• Prototypes Best representative of a category
• Example- birds
• Members of the category may be very similar to
  the prototype or very different
• Some objects and ideas are better examples of
  concepts than others
• Exemplar a specific example of a given category
  that is used to classify an item
• memories of things that we use to compare with an
  item in question to see if that item belongs in
  the same category as our exemplar

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Concept Attainment

• A way of helping students construct an
  understanding of specific concepts and practice
  thinking skills such as hypothesis testing.

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4 Components of Concept Attainment

• Examples and Non-examples
• Relevant and Irrelevant Attributes
• Name of the Concept
• Definition

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Phases in Concept Attainment Teaching

• Present Data and Identify Concept
• Test for Understanding
• Analyze Thinking Strategies

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Teaching concepts

• Identify existing knowledge to use as a starting
  point to build upon.
• Use advance organizers to frame lesson to work
  within.
• Use analogies in teaching content
• Lets Move from the Teaching Side to the Learning
  Side...

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Learning Strategies and Study Skills

• Learning Strategies and Tactics
• Visual Tools for Organization
• Reading Strategies
• Applying Learning Strategies

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Advance Organizers prepare Learners to use
Strategies and Tactics

• Learning StrategiesIdeas for accomplishing
  learning goals - An overall plan of attack
• Learning TacticsSpecific techniques that make up
  the plan
• Decide what is important.
• Students often focus on seductive details or
  concrete examples
• Stories, jokes, etc.

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When you read, use Summaries

• Students should
• Find or write a topic sentence for each paragraph
  or selection
• Identify big ideas that cover several specific
  points
• Find some supporting information for each big
  idea
• Delete any redundant information or unnecessary
  details

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Tips 4 Underlining and Highlighting

• Better to be selective as to what to highlight.
• I.e. One sentence per paragraph
• Transform information into your own words.
• Draw Diagrams to illustrate relationships.
• Look for organizational patterns in the material.

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Tips 4 Taking Notes

• Record key ideas by translating, connecting,
  elaborating, and organizing information into your
  own words.
• More is better as long as you capture key ideas,
  concepts, and relationships.
• Use your notes to create personal codes so that
  you remember those key concepts.

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Visual Tools for Organizing

• Graphic Organizers
• Mapping noting casual connections,
  comparison/contrast connections, and examples.
• This improves recollection
• Venn Diagrams tree diagrams showing how ideas
  branch off of each other.
• Timelines organizing information in sequence

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Reading Strategies

• READS
• R review headings and subheadings
• E examine bold faced words
• A ask, What do I expect to learn?
• D do it read
• S summarize in your own words

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more Reading Strategies

• PQ4R
• P preview major topics
• Q question - for each major section, create a
  question
• 4 Rs
• Read
• Reflect
• Recite
• Review

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even more Reading Strategies

• CAPS
• C characters Who are the characters?
• A aim What is the aim of the story?
• P problem What problem happens?
• S solved How is the problem solved?

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and yet another Reading Strategy

• KWL
• K know What do I already know about this
  subject?
• W want What do I want to know?
• L learn What have I learned?

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Applying Learning Strategies

• Learning tasks must be appropriate.
• Students must
• care
• believe that the effort required to apply the
  strategies are reasonable, given the returns.
• believe they are capable of using the strategies.

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Teaching for Transfer

• Transfer
• Influence of previously learned material on new
  material
• I.e. Math equations used in physics
• Overlearning
• Practicing a skill past the point of mastery
• I.e. Being able to recall something whenever it
  is needed.
• Brushing teeth, Tying your shoe, Multiplication,
  Adding/Subtracting
• Low-Road Transfer
• Spontaneous and automatic transfer of highly
  practiced skills.
• I.e. Practice with skills make them automatic
  to any situation
• High-Road Transfer
• Application of abstract knowledge learned in one
  situation to a different situation.
• I.e. Learning something in one class and then
  reusing it in another class.