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lecture_notes.9.12
- 1. ComplexCognitive ProcessesComplexCognitive Processes UnderstandingDiversity in the Classroom 1 Renée Delgado 9.12.11
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- 3. Invalid concepts Naïve theories Undergeneralization OvergeneralizationOvergeneralization Incorrectanalogies Misconceptions are difficult to change
- 4. 1. Students needto 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
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- 6. ▪ Are thesefeasible? ▪ 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 transforminginformation in our working memory Multiple cognitive processes: RehearsalRehearsal Elaboration Organization Visualization Storing Encoding Retrieval
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- 9. Revised taxonomy basedon Bloom (nouns-verbs) Knowledge Type Remember Understand Apply Analyze Evaluate Create Factual Adapted from Figure 7.1, page 237: A revised taxonomy for Bloom’s cognitive objectives. Source: Anderson & Krathwohl Conceptual Procedural Metacognitive
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- 11. Evaluating alternative optionsand 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 ideasand thinking Highly creative people often have high IQ High IQ people are not necessarily creative Divergent thinkingDivergent thinking
- 13. Create a senseof 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 availableinformation 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.
- 15. Note taking Summarizing SQ4R Strategies needto be explicitly taughtStrategies need to be explicitly taught
- 16. Pg. 268-272 ▪ Cognitiverigidity ▪ Functional fixednessFunctional fixedness ▪ Response set ▪ Positive transfer ▪ Negative transfer
- 17. Problem Identification Problem Representation StrategySelection Strategy ImplementationStrategy Implementation Evaluation
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- 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 briefdescription 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.
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