The three main authors referenced with cognitive flexibility theory are Spiro, Feltovich, and Coulson. The theory is based on constructivism and aims to avoid oversimplification by using multiple representations for complex learning domains. This is important to prevent producing students who know terminology but cannot apply their knowledge flexibly. Instructors should encourage advanced knowledge acquisition instead of mere exposure, using varied examples and accounting for naturally occurring complexity.
Learning outcome,Task and Topic analysis,Sequencing and chunking.Make a session plan( introduction, body, conclusion).
Linking of Learning Outcomes with Teaching, Learning Activities and Assessment.
Joint working and collaboration are essential in any workplace and often they are taken for granted. However, much like other workplace attributes, effective collaboration skills need to be nurtured and developed. So, does your team have the required workplace collaboration skills? Let’s find out what they are and how you can promote them in your business.
Just as builders put scaffolding around a building while it is being built, so scaffolding can be used to support a person's learning of written language. ..
Kolb’s learning styles - Manu Melwin Joymanumelwin
The principle of reinforcement: continuous and repetitive practice ensures the retention of knowledge and skills.
The principle of behavior modeling: set models for the trainees to follow.
The principle of feedback: timely and adequate feedback motivates the trainees.
The principle of learning transfer: those that can be transferred to work are most likely to be retained.
Frameworks for teacher training sessions and workshops pdfBrionyBeaven
The one-off teacher training workshop or seminar continues to thrive for practical and organisational reasons despite widely acknowledged limitations. We will consider ways of overcoming some of the drawbacks and of avoiding an unprincipled, ad hoc approach to such events. Four traditions of teacher training will be surveyed and related to practical frameworks for use when planning workshops or seminars.
Learning outcome,Task and Topic analysis,Sequencing and chunking.Make a session plan( introduction, body, conclusion).
Linking of Learning Outcomes with Teaching, Learning Activities and Assessment.
Joint working and collaboration are essential in any workplace and often they are taken for granted. However, much like other workplace attributes, effective collaboration skills need to be nurtured and developed. So, does your team have the required workplace collaboration skills? Let’s find out what they are and how you can promote them in your business.
Just as builders put scaffolding around a building while it is being built, so scaffolding can be used to support a person's learning of written language. ..
Kolb’s learning styles - Manu Melwin Joymanumelwin
The principle of reinforcement: continuous and repetitive practice ensures the retention of knowledge and skills.
The principle of behavior modeling: set models for the trainees to follow.
The principle of feedback: timely and adequate feedback motivates the trainees.
The principle of learning transfer: those that can be transferred to work are most likely to be retained.
Frameworks for teacher training sessions and workshops pdfBrionyBeaven
The one-off teacher training workshop or seminar continues to thrive for practical and organisational reasons despite widely acknowledged limitations. We will consider ways of overcoming some of the drawbacks and of avoiding an unprincipled, ad hoc approach to such events. Four traditions of teacher training will be surveyed and related to practical frameworks for use when planning workshops or seminars.
A brief introduction to transactional distance and equivalency theories, two theories useful to the design, implementation, and evaluation of distance or online education. This deck was drawn from a lesson I used in teaching an online course on "Distance Education Research and Design."
Lecturing Well. Workshop presented at AMEE 2012 in Lyon, France. Aug 18, 2012. Shared under Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Different Learning Styles and the 4 MAT in Scienceijejournal
This paper reviews the different learning styles in science, NLP, Kolb, Felder and Silverman, Hermann, McCarthy explaining their main characteristics and concluding with the socalled 4 MAT, which integrates them into a single model with eight pedagogical steps that must be covered in their entirety to connect teaching with student learning in an effective way.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
4. What: Ill-structured
domains
An ill-structured domain exists “when relevant prior
knowledge is not readily organized to fit a situation”
(Spiro, Vispoel, Schmitz, Samarapungavan, & Boerger,
1987). For example, the example below wouldn’t be a
very good lesson in week two of a physics class. . .
Unless you had students with extensive background
knowledge regarding the topic. For students of
advanced physics and extensive background knowledge
it is possible to access that experience and education to
bring them to mastery of Cauchy’s theorem:
5. Ill-structured
domains
There is a distinction made between
“well-structured domains” (WSDs)
and “ill-structured domains (ISDs).
The important things to make note
of are that the instructional
“theories appropriate for WSDs are
in many ways inappropriate for
ISDs” and “that transfer in ISDs is
best promoted by knowledge
representations that possess the
following features:” (Spiro et al.,
1987)
6. Ill- structured
domains
• Multiple interconnectedness
between different aspects of
domain knowledge
• Multidimensional or
multiperspectival representation
of examples/cases
• Allowance for various forms of
naturally occurring complexity
and irregularity
(Spiro et al., 1987)
7. Ill- structured
domains
There is a catch . . .
You can’t just pick up this stuff. Ill-
structured domains are complex in nature
and the goal is not just “mere exposure to
content and the establishment of a
general orientation to a field” (Spiro et al.,
1988). Learning in ill-focused domain
content areas is on “advanced knowledge
acquisition” in which “the learner must
attain a deeper understanding of content
material, reason with it, and apply it
flexibly in diverse contexts” (1988).
8. What: Defining
Cognitive Flexibility
“A critical goal of many education
programs, especially in professional
education, is to help the students
transfer what they have learned to
different, even unique, situations”
(Boger-Mehall, 1996)
Congitive Flexibility encourages
“multiple knowledge representations”
understanding that “single perspectives
are not false, they are inadequate”
(Spiro, Feltovich, Jacobson, &
Coulson, 1991)
9. The Introduction to Flexibility - 1987
• Spiro, Vispoel, Schmitz, Samarapungavan, & Boerger proposed when a
student is working within an ill-structured domain “the key factors affecting
the success with which prior knowledge is used to improve performance in a
new situation will be the flexibility with which the relevant prior knowledge
is represented in memory, and the mastery or control the individual has over
those flexible representations (the ability to recombine elements of the
representations, reorder the importance of elements in different contexts,
and so on)” (1987).
10. What are the
goals?
According to Spiro, Collins, Thota, and
Feltovich, Cognitive Flexibility Theory
works to “address four main goals” which
are:
• Helping people to learn important but
difficult subject matter
• Fostering adaptively flexible use
knowledge in real-world settings
• Changing underlying ways of thinking
• Developing hypermedia learning
environments to promote complex
learning and flexible knowledge
application (Spiro et al., 1991)
11. What it is not – Single
Case Study and
Simplification
“Straightforward, linear instruction in the
form of tutorials, lectures, and many other
formats will, according to cognitive
flexibility theory, fail to accomplish
important educational objectives in part
because of oversimplification of the
material presented” (Boger-Mehall, 1996).
It is not based in single case study.
“Simplification of complex subject matter
makes it easier for teacher to teach,”
however it results in students who “lack
the ability to use their knowledge in new
ways, the ability to think for themselves”
(Spiro et al., 87).
12. Where is the basis for
this theory?
According to Boger-Mehall
“cognitive flexibility theory supports
the basic assumptions of
constructivism” and “it promotes
authentic, realistic experiences for
each individual.” “It encourages the
use of multiple pathways and
multiple purposes when
approaching problems” (1996)
13. Why is this
important?
“Oversimplification” was researched
in the medical field and found to
produce “more than a dozen serious
errors in the concepts held by a
majority of medical students
tested.” They found that “these
levels of misconception interact in
reciprocally supportive ways, and
combine to yield higher order
misconceptions.” (Spiro et al., 1987)
14. How can this theory
be applied?
Spiro, Coulson, Feltovich, and Anderson
found in their research that certain
“conditions for developing mastery of
complexity and knowledge transferability”
were present. They noted, among other
conditions that it is important to practice
an “avoidance of oversimplification
and overregularization,” and mentioned
that instructors must use “multiple
representations” because “complex
concepts can rarely be adequately
represented using a single schema,
theoretical perspective, line of exposition,
and so on.” (1988).
15. The Wrap Up
• Cognitive Flexibility is based in constructivist theory, encourages instructors and
facilitators to avoid oversimplification but to utilize multiple representations of
cases for complex learning domains that require advanced knowledge acquisition
• Authors who are commonly referenced with this theory are: Spiro, Feltovich, and
Coulson
• It is important to utilize the practices encouraged in this theory to avoid producing
students who are knowledgeable about the subject matter and terminology, but are
unable to apply their learning in complex domains.
16. References
Boger-Mehall, S. (1996). Cognitive Flexibility Theory: Implications for Teaching and Teacher Education.
Society for Information Technology & Teacher Education International Conference, (pp. 991-993). Chesapeake.
Spiro, R., Coulson, R., Feltovich, P., & Anderson, D. (1988). Cognitive flexibility theory: advanced knowledge acquisition in ill-structured domains.
Champaign, Illinois: Center for the study of reading.
Spiro, R., Vispoel, W. P., Schmitz, J. G., Samarapungavan, A., & Boeger, A. E. (1987).
Knowledge acquisition for application: cognitive flexibility and transfer in complex content domains.
Champaign, Illinois: Center for the study of reading.