Cognitive Reasoning

Multiple sets of knowledge and multiple ways to solve a problem lead to complexity in developing models

Begin by identifying problems to be solved (significant and difficult)

Establish benchmarks or best practices

Analyze the gaps in novices to develop instruction

BioWorld

Collect Data

Form a Hypothesis

Calibrate - (How sure are you)

Reflection: Interesting that the need to modify content was identified as essential to teach, but not strategies to assist students in using their meta-cognitive skills

Computers can help - but it brings back the idea of students needing to be in the loop

Regulation of metacognitive tasks is essential

Computers can assist in cognitive tasks

Computers can lessen the load of lower level cognitive tasks (remembering info)

Can provide access to scenarios and problem solving

Allow learners to test hypothesis and receive immediate feedback

For CBL to be metacognitive

Students need to be able to set their own goals and adjust resources to meet them

Students must make decisions about the learning context

Must support the meta-cognitive process of regulation on some level

Self-efficacy - ones ability to judge their own capability(Schunk, 1991)

If low, tasks will/may be avoided

Own performance is the most reliable guide

Encouragement will be fleeting if positive results are not reached

Biology can trick you

Perceived / Locus of control

Self-efficacy most related to capacity beliefs

Can be separated, but do offer some influence on each other

Expectations and value

More important / achievable a goal, the more likely one is to pursue it

Influence performance, but cannot guarantee it without aptitude

Efficacy appraisal

More correlational - more effort required can spur a lower feeling of self-efficacy

Self-confidence - most similar to self-efficacy

Both are component part of self-concept

Development of Self-Efficacy

Goal setting - proximal and reasonably challenging

Allowing students to set goals seems more effective

Further long term research is required

Ability to process info

Influenced by strategies

More effort = better learning ?

Reflection: Are we helping students by providing info in their preferred formats?

Modeling, think alouds / mental models

Feedback

Early can increase feelings of self-confidence, but only when effort has been exerted

Rewards can be motivating

Extrinsic Rewards (Deci, Koestner, & Ryan, 2001)

Debate - Do extrinsic rewards decrease intrinsic motivation

Cognitive Evaluation Theory

Need to be competent and determine ones own learning leads motivation

Information context of rewards increase feelings of self-determination

Controlling aspect, decreases self-determination

Feedback / Verbal feedback - dependent on the context and intention of the instructor

Tangible rewards - far more likely to feel controlling, especially if linked to performance

Found to be more beneficial for adults / college level learners

Reflection: How does one increase intrinsic motivation, especially in community college learners

Reflection: Are grades/points included in the study?