Complex cognitive processes
Important areas related to understanding and thinking according to cognitive theorists.
concept learning
Problem solving
learning strategies
Thinking
Transfer
understanding and thinking
Previously we focused on knowledge, in this chapter the focus is on understanding and thinking.what is the difference?
Teaching and learning about thinking
Stand alone programs eg de Bono's thinking hats.
students do not need subject knowledge to learn skills such as Comparing, ordering classifying
Developing thinking in every class
create culture of thinking in classroom
Language of thinking
why? identify?
Critical thinking
mindfulness
Open Creative probabilistic state of mind
take intellectual risks
Transfer
High rd vs low rd
what is worth learning?
concept learning
How do you teach a concept?
All lessons must include
Examples
non examples
Name of concept
Definition
Relates to known
Makes concept clear
eg concept of light
Extending and connecting concepts
Reading
Writing
Explaining
Concept mapping
Problem solving
Gagne:educational programs have the important ultimate purpose of teaching students to solve problems
General problem solving strategies vs specific:there is a debate about whether problem solving is general or specific.
People move between two depending on their level of expertise and the situation.
General problem solving strategy
Identify problems and opportunities (elevator problem,slow elevators vs bored people)
Define goals and represent the problem eg tomato harvester is damaging tomatoes.Is your goal to fix machine or make tougher tomato.
Focusing attention
understanding the words
understanding the whole problem
Using the right Schema eg is it a distance problem?
Explore possible strategies
If you did not find schema Search for a solution
Algorithm step by step procedure
Heuristic - general strategy
means end analysis breaking the problem into steps eg term paper.
working backward strategy eg when submitting an assignment
Anticipate outcomes and act
After implementation check for evidence to confirm or contradict solution eg how will consumers react after you develop tougher tomato.
Look back and learn
Factors that hinder
Functional fixedness inability to use tools in a new way
Response set - Rigidity - what has worked before may not work.
Flexibility - ask what do I need to know
Expert teachers
routines automatic
Analyze problem better
well organised knowledge
Guidelines
Help students represent the problem
See problem different angles
consider alternatives
teach heuristics (steps)
let students do thinking
Becoming an expert student learning strategies
To learn students must be
Cognitively engaged
Invest effort
Think and process deeply
Regulate own learning
Principles
Exposed to diff strategies
Teach how to use strategies
motivation
provide direct instruction regarding metacognitive strategies
Underlining and highlighting
be selective
transform into own words
connect with known
Taking notes
Understand when focus on important ideas and map lecture
Visual tools
webs, diagrams
Reads
Review headings
Examine bold words
Ask
Do it (read)
Summarise