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Ch. 9 Learning and Motivation (Learning strategies (procedures (direct…
Ch. 9 Learning and Motivation
Metacognition
three metacognitive skills
planning
monitoring
evaluating
sources of individual differences
paces of development
biological differences
how to help skills and knowledge
KWL
Self reflective questions
help identify how to read, write, learn better
Learning strategies
special kind of procedural knowledge
knowing how to do something ex. mnemonics
Key functions
learning strategies to help get students cognitively engaged
focus attention on keys
2.translate, organize reorganize in order to think and process deeply
help regulate and monitor own learning
procedures
expose to many strategies and not just general but also specific
teach conditional knowledge about when where why to use strategies
develop motivation to use them by how they can improve
direct instruction
in content knowledge
when students will apply the strategies
will use when faced with a task that requires good strategies, value the task
to apply deep processing strtaegies
students must think they have to apply themselves and put in effort because it is complex
Problem Solving
problem solving is general and domain specific can be well structured or ill structured
usually identifying problem, setting goals, exploring possibilities, solutions and consequences, evaluating the outcome
stage problem solving
represent problem accurately understand whole problem and discrete events
structures to solve algorithms and heuristics
working backward
analogical thinking
means ends analysis
verbalization
factors to interfere with problem solving
functional fixededness
do not allow for flexibility needed to represent problems accurately
may overlook important information
representative heuristic
availability heuristic
expert vs novice knowledge
expert
novice
Creativity Creative Problem Solving
what is it
seeing thins in new innovative ways
support creativity
multicultural experiences
accept unusual or imaginative answers
model divergent thinking
Critical Thinking
what is it
defining and clarifying the problem, making judgments about consistency and adequacy of info and drawing conclusions
follow up activities with additional practice
argumentation
supporting position with evidence and understanding and refuting opponents claims and evidence (debate)
takes time and instruction to learn
Transfer
what is it
when a fact, or learned skill in one situation is applied to another situation
dimensions
one subject to another
one place to another
one function to another
auromatic vs automatic vs mindful.