4. 1. Students need to experience a cognitive
conflict between their existing concept and
the new concept.
2.The new concept needs to make sense.2.The new concept needs to make sense.
3.The new concept should be useful in
addressing new problems or situations.
Also :
Hypothesis–experiment–instruction (HEI) model
‘ClassroomTips’, page 247-248
6. ▪ Are these feasible?
▪ How would you implement these in your own
classroom?
▪ How could you as a student use these tips in a class that▪ How could you as a student use these tips in a class that
you may be struggling with?
7. Manipulating and transforming information in
our working memory
Multiple cognitive processes:
RehearsalRehearsal
Elaboration
Organization
Visualization
Storing
Encoding
Retrieval
11. Evaluating alternative options and making choices
Thinking flaws:
Confirmation bias: the tendency to look for information that
confirms rather than refutes our thoughts
Hindsight bias:The tendency to falsely report that weHindsight bias:The tendency to falsely report that we
accurately predicted an event once the event occurs
Overconfidence bias, the tendency to be more optimistic
about alternatives that we would be if we had considered
probabilities or past experience
Belief perseverance: the tendency to hold on to a belief
despite the presence of contradictory evidence
SeeTable 7.2, page 252.
12. Novel, unique ideas and thinking
Highly creative people often have high IQ
High IQ people are not necessarily creative
Divergent thinkingDivergent thinking
13. Create a sense of mastery in a domain
Create a safe learning environment
Create an autonomy supporting learning
environmentenvironment
Encourage brainstorming
Model creativity
Demonstrate the value of creativity
Allow time for creativity
14. Systematically examining available information
and coming up with conclusions that are based
on evidence
Students are not likely to engage in critical
thinking spontaneously.thinking spontaneously.
Four elements:
Motivation
Some knowledge about the issue being considered
Metacognition
A set of component skills.
SeeTable 7.3, page 259 andTable 7.4, page 260.
19. Best practices
Within-Class Grouping
▪ Successful when instruction adapted to students’ needs
▪ Consists of whole class lesson, then break into▪ Consists of whole class lesson, then break into
independent ability groups
▪ Teachers must plan different independent activities for
groups based on lesson
▪ Provide well-planned differentiated learning
environments
▪ Plan activities that are manageable to student behavior
20. Best practices
Within-Class Grouping
▪ Pre-assessment & ongoing assessment critical
▪ Avoid negative labels of groups▪ Avoid negative labels of groups
▪ Hold high expectations
▪ Be flexible
21. Read/Discuss
Provide a brief description of what the case is about. Identify the
main issues and overall themes being addressed. Base your
responses on educational psychology theories and research
discussed and read about in this class.
Evaluate the strategies being used based on educationalEvaluate the strategies being used based on educational
psychology and research (that we have discussed and read about
in this class). Include the pros and cons of each of the strategies.
Create a list of possible alternative strategies you would try in this
situation (they MUST be different than those discussed in the
case). Then chose your top two alternative strategies and justify
why you would use them using relevant educational psychology
theory and research.
