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Complex Cognitive Processes - Coggle Diagram
Complex Cognitive Processes
processes
learners go far beyond the specific information they're studying
apply
new situations
solve
a problem or create a product
evaluate
Metacognition & Learning Strategies
metacognition
controlling
one's thinking and learning to some degree
encompasses
knowledge and beliefs about the general nature of human cognitive processes
enhance
learning and memory
intentional use
certain approach to learn and remember something
learning strategy
overt
use
internal mental processes we can't see
example
identifying important information
3 more items...
comprehension mentoring
1 more item...
covert
use
behaviors we can actually see
example
taking notes
creating summaries
factors affecting
cognitive load
burden that a particular learning activity places on working memory at any time
epistemic belief
belief about the nature of knowledge or knowledge acquisition
different motives and goals call for different strategies
Developmental Trends
k-2
awareness of thought in one's self
considerable over-estimation of learned behaviors or ideas
belief that truth is "out there"
belief that learning is a passive activity
3-5
increased ability to reflect on self thoughts
some overestimation of memory
emerging realization that learning is an active process
continued belief in "out there" truths
6-8
few study strategies
belief that knowledge on a topic relies on discrete facts
relation that knowledge can be subjective
increasing differentiation among the underlying natures of various content domains
9-12
growing, yet incomplete, knowledge of study strategies
increasing mastery of covert learning elaboration
increasing realization that knowledge involves understanding
increasing recognition that mastering a topic takes time
emerging understating that conflicting perspectives should be evaluated
Diversity
Disabilities & Exceptional Abilities
accomodate
students with special needs
Transfer
extent to which knowledge and skills acquired in one situation affect a person's learning or performance in a subsequent situation
Types
Positive
phenomenon in which something learned at one time facilitates learning or performance at a later time
Negative
phenomenon in which something learned at one time interferes with learning or performance at a later time
specific
instance in which the original learning task and the transfer task overlap in content
general
instance in which the original learning task and the transfer task are different in content
views
formal discipline
suggests
the study of rigorous subject matter
enhances
one's ability to learn other, unrelated things
factors affecting
meaningful learning promotes better transfer than rote learning
both positive and negative transfer are more common when a new situation is similar
Problem Solving
I will implement problem solving into my classroom so that every child is accounted for and receives the information they need to despite any disabilities or diversity conflicts.