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Complex Cognitive Processes (Learning Strategies (Being Strategic about…

- - - - Systems such as KWL can help if teachers demonstrate, explain, and model the strategy. For older students, teachers can build self reflective questions into assignments and learning materials
    - - Planning involves deciding how much time to give to a task, which strategies to use, how to start, and so on.
        
        Monitoring is the real-time awareness of “how I’m doing.”
        
        Evaluating involves making judgments about the processes and outcomes of thinking and learning and acting on those judgments
- - - - Students may know when and how to use a strategy, but unless they also develop the desire to employ these skills, general learning ability will not improve. Several learning strategy programs include a motivational training component.
        
        Students need to believe that they can learn new strategies, that the effort will pay off, and that they can “get smarter” by applying these strategies.
        
        Students need some background knowledge and useful schemas in the area being studied to make sense of learning materials. It will be difficult to find the main idea in a paragraph about ichthyology, for example, if you don’t know much about fish. So students may need direct instruction in schematic (content) knowledge along with strategy training.
  - - - L “List the parts.” Identify the vocabulary word and key information.
        I “Identify a reminding word.” Pick a known word that reminds them of the vocabulary word
        N “Note a LINCing story.” Create a story that bridges the vocabulary word with the known word.
        C “Create a LINCing picture.” Draw a picture that represents the story.
        S “Self-test.” Check their learning of the vocabulary word by reciting all the parts of their LINCS.
- - - - Early on, when we know little about a problem area or domain, we can rely on general learning and problem-solving strategies to make sense of the situation. As we gain more domain-specific knowledge (particularly procedural knowledge about how to do things in the domain), we consciously apply the general strategies less and less; our problem solving becomes more automatic. But if we encounter a problem outside our current knowledge, we may return to relying on general strategies to attack the problem (Alexander, 1992, 1996).
    - - Once a solvable problem is identified, what next?
        To represent the problem and set a goal, you have to focus attention on relevant information, understand the words of the problem, and
        activate the right schema to understand the whole problem
        
        The third task in representing a problem is to assemble all the relevant information and sentences into an accurate understanding or translation of the total problem. This means that students need to form a conceptual model of the problem—they have to understand what the problem is really asking (Jonassen, 2003). Consider this example.
        
        Schema- driven problem solving Recognizing a problem as a “disguised” version of an old problem for which one already has a solution.
        Algorithm - Step-by-step procedure for solving a problem; prescription for solutions
        
        Representing the problem often requires finding the relevant information and ignoring the irrelevant details
        
        Your interpretation of the problem is called a translation because you translate the problem into a schema that you understand
- - - - Creativity-relevant processes , including work habits and personality traits such as John Irving’s habit of working 10-hour days to write and rewrite and rewrite until he perfected his stories text.
        
        Intrinsic task motivation or a deep curiosity and fascination with the task. This aspect of creativity can be greatly influenced by teachers and parents who support autonomy, stimulate curiosity, encourage fantasy, and provide challenge
- - - - Argumentation-The process of debating a claim with someone else.
      - Sourcing: Looking at the source of the document before reading and using that information to help interpret and make inferences about the reading. Is the source biased? Can I trust it?
        Corroboration: Making connections between the information in different texts and noting similarities and contradictions.
        Contextualization: Imaging the time, place, people, and culture that is the context for the event, with all the political and social forces that might be operating.