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Complex Cognitive Processes (Problem Solving (Problems with Problem…
Complex Cognitive Processes
Metacognition
Thinking about your thinking
Involves 3 kinds of knowledge
Declarative Knowledge
Procedural Knowledge (or knowing how to think)
Self-regulatory knowledge, to know the when and why
Variances in Metacognition
Developmental (younger children may struggle)
biological or learning experience factor in
Metacognition can be strengthened in the classroom
Checklists that encourage self-reflection
goal setting
planning
evaulating acheivements
Teaching Transfer
Transfer happens when previously learned knowledge or skill is applicable in creating or solving a new problem (not using the same skill again and again)
Everyday transfer - use of direct skills like reading or writing to read or write something differet
Is created by continual, automatic practice
thoughtful transfer- using knowledge and strategies to creatively solve a problem.
Must have mindful abstraction (understanding the larger skill to find the main idea, strategy, principle, or procedure for problems of the same nature - not just that specific task.
This will be stored in metacognition and be available for later use
Creating Successful transfer
Over-learning can support learning the skill past mastery for future successful transfer
Creating a deep understanding for students during initial learning: comparing and contrasting, and understanding underlying principles can help
Student run learning environments (teacher slowly backs away)
Support constructive learning processes for all students
Students should have interaction and collaborative experiences
Students should try to work with problems that are relevant to their life
Classroom environment should encourage personal independence, strength, and self-regulation
Learning Strategies
Students must be cognitively engaged to learn
Students must invest effort (make connections, elaborate, translate, invent, organize, and reorganize) to think and process deeply
Procedural knowledge -- knowing how to do something
Successful implementation of Learning Strategies
Students need to be exposed to many, different stragegies
Students should be instructed in conditional knowledge to know when, where, and why to use different strategies
Students must be motivated to use strategies for successful implementation
Students must believe they are capable of learning new strategies and that they will be successful in implementation
Background knowledge and schema in subject matter are extremely important
Deciding What's Important (determining where to focus learning strategy)
Planning and Focusing Attention
Organizing and Remembering
Comprehension
Concept mapping, webs
summarizing, outlining, and note taking
creating examples
explaining to a partner
Cognitive Monitoring
Making predictions
self-questioning and self-testing
Identifying what doesn't make sense
Practice
Using part or whole practice
Strategies for Reading
R - Review Headings, E-Examine boldface, A-Ask, "What should I learn?", D-Do it-Read, S-Summarize in your own words
C-Who are the characters?, A-What is the aim of the story? P-what is the problem?, S-How is the problem solved?
Problem Solving
Problem must be clearly defined, the obvious problem is not always the real problem
Problems must be clearly stated and goals chosen
Focus attention on relevant information
understand the words of the problem
activate the right schema to understand
Direct instruction in schemas may be necessary - "think alouds"
Algorithmic - a step-by-step directions to reach a goal
Heuristic -General strategy that may lead to the right answer
means-end analysis
working-backwards stragegy
analogical thinking (finding a situation that has something in common)
Strategies must be chosen, evaluated for potential results, put into motion, and then reflected upon
Problems with Problem solving
Functional Fineness -- When people spend more time using a familiar strategy rather than explore alternative ways
Response set -- Getting stopped by a potentially wrong way of solving the problem
Representativeness heuristics -- When stereotypes prevent the best problem-solving skill because of a misunderstanding of a prototype
availability heuristic - when judgments are based soley off of what is in our memory
Belief perseverance -- When a belief is held on to even in the face of doubt
Confirmation bias -- When one searches for information that is only aligned with their beliefs
Critical Thinking & Argumentation
Strategic thinking that encompasses conceptualizing, applying, analyzing, synthesizing, and or evaluation information
Information can come from observations, experience, reflection, reasoning, or communication
Can be taught through classroom community
Specific application
Sourcing: Asking questions about the source before beginning. Questioning if source has bias and if it will be helpful
Corroboration: Making connection between text for similarities and differences
Contextualization: Getting an understanding for the background of the text..Who are the people, place, time, and culture of the text? What political and social implications does it have?
Argumentation
The process of creating a sound and reasonable argument. It is brought together by supporting your position and refuting the other claims.
Not a natural skill that takes time to build. Children often focus on their own position, too heavy to defend their and take down another
Requires a large about of metacognitive skills and knowledge to properly execute
Creativity
Ability to create original work
Creativity can be tested and brought into two groups
Convergent thinkers -- (more common) ability to identify only one answers
Divergent thinkers - the ability to give many answers or ideas (tend to be more creative thinkers)
Sources of Creativity
Domain-relevant skills (skills needed for a specific area)
Creativity-relevant processes (Work habits and personality traits)
Intrinsic task motivation (deep, curious fascination with a task)
Cognition
Restructuring - after incubation period, the problem is ready to be reworked.
Insight, this is gained after the problem has been left for a period of time. He's break up rigid thinking
Creativity in the Classroom
Diverse backgrounds or social situations may lend students to being more creative
Avoid pushing too hard, can cause child to care more about "being good" at it than actually being successful
Avoid pushing that will make child too focused on it and miss out on other things
Avoid pushing that will lead child to doing the same thing over, and over again because it is safe and they seek a reward
Be mindful of child's emotions - Don't let the child's label of being "always right" take away from his or her creative process