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Complex Cognitive Processes - Coggle Diagram
Complex Cognitive Processes
Metacognition and Learning Strategies
Metacognition
: "thinking about thinking"
Knowledge
of your own thinking
and your
skills
to use it
Examples
:
what to know
time of day you are most productive
where to focus attention
devising and revising a plan
developing mnemonics
deciding to get help
orchestrating how to reach a goal
3 types of knowledge
declarative knowledge:
knowing what to do skills, strategies, and resources to perform a task
procedural knowledge:
knowing how to use the strategies
self-regulatory knowledge:
knowing conditions to apply procedures and strategies
Skills
planning
: how much time to give a task
monitoring
: real-time awareness "how am I doing"
evaluating
: making judgements about the processes and outcomes of thinking and learning
Actions can become routine.
Metacognition most useful when tasks are challenging
KWL strategy to teaching:
What do I know? What do I want to know? What have I learned?
Learning Strategies
Cognitive
: summarizing, identifying the main idea
metacognitive
: monitoring comprehension—do I understand?
behavioral
: setting a timer to work until time’s up
Examples of learning strategies
Planning and Focusing Attention:
Setting goals, skimming, underlining and highlighting
Organizing and Remembering:
Imagery, mnemonics, charts, analogies
Comprehension:
Concept maps, summarizing, creating examples, outlining, taking notes
Cognitive Monitoring:
Making predictions, identifying what doesn't make sense
Practice:
Part or whole, retrieval (self-testing, self-questioning)
Applying strategies
metacognitive strategies (planning, organizing, monitoring progress
Problem Solving and Expertise
Problem Solving:
formulating new answers, going beyond the simple application of previously learned rules to achieve a goal.
happens when no solution is obvious
Algorithms and Heuristics
Means-ends analysis
working backword
verbalization
analogical reasoning
Steps to problem solving
Identifying the problem
Setting goals
Search for possible solutions
Anticipate possible consequences
Acting
Looking back to evaluate the problem
Hindering factors
representativeness heuristic:
overlook important information because we base judgments on
availability heuristic:
what seems representative of a category or what is available in memory
confirmation bias:
then pay attention only to information that confirms our choices
belief perseverance:
so that we hold on to beliefs, even in the face of contradictory evidence
Expertise
They organize this knowledge around general principles or patterns that apply to large classes of problems.
They work faster, remember relevant information, and monitor their progress better than novices.
rich store of declarative, procedural, and conditional knowledge.
One consequence of developing expertise is that experts forget how difficult it was to learn something and how long it took.
Critical Thinking, Argumentation, Transfer, and Teaching for Robust Knowledge
Critical Thinking:
effortful and deliberate cognitive process that entails reflection on and evaluation of available evidence
intentionally bringing your clearest thinking to shape your beliefs and direct your actions
Necessary skills
approaches to specific problems:
focusing on relevant information, clarity in stating the questions, reasonableness in selecting and applying criteria
cognitive skills:
interpretation, analysis, evaluation of claims and arguments, self regulation
affective dispositions:
inquisitiveness, open-mindedness, honesty in facing your own biases, ability to understand the views of others, willingness to reconsider and revise your views
Teaching critical thinking
Dialogue
:
pose questions and encourage through discussion, debates, Socratic dialogue, or written exchanges.
Authentic Instruction
:
focus the dialogue on problems that make sense to the students using role-plays, simulations, case studies, or ethical dilemmas, for example.
Mentorship
:
One-to-one mentoring for students from teachers, coaches, or other adults also supports the development of critical thinking
Applying
Sourcing
:
Looking at the source of the document before interpreting and making inferences about the reading.
Corroboration
:
Making connections between texts and noting similarities and contradictions.
Contextualization
:
Understanding the time, place, people, and culture of the context for the event
Argumentation:
process of constructing and critiquing arguments
Deliberative argumentation
the goal is to collaborate in comparing, contrasting, and evaluating alternatives, then arrive at a constructive conclusion
Disputative argumentation:
supporting your position with evidence and understanding and then refuting your opponent’s claims and evidence
metacognitive knowledge and skills for argumentation:
takes planning, evaluating how the plan is going, reflecting on what the opponent has said, and changing strategies as needed
Transfer
:
previously learned influences current learning or when solving an earlier problem affects how you solve a new problem
Doing something new instead of repeating a previous aplication
transfer learning across subjects, physical contexts, social contexts, time periods, functions, modalities
To encourage transfer:
overlearning, be actively involved in the learning process (compare and contrast examples, identify steps, work out examples)
Teaching for Robust Knowledge
deep
connected
coherent
Deep knowledge:
knowledge of underlying principles that allows experts to recognize the same features in different problems
Connected knowledge:
bits of information are linked
Coherent knowledge:
consistent and has no contradictions