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Moving from
Dependence to
Independence
Building Cognitive Routines for
Learning
Dawn Little, M.Ed.
Educator and Author
Conditions for Cognitive Independence
Cognitive routines
Dependent learner
Independent learner
Habits of mind
Higher order thinking
Marginalized groups Concept attainment
opportunity Culturally Responsive Classrooms
The Dependent Learner
•Is dependent on the teacher to carry most of
the cognitive load of a task
•Is unsure of how to tackle a new task
•Cannot complete a task without scaffolds
•Will sit passively and wait if stuck until teacher
intervenes
•Doesn’t retain information well or “doesn’t get
it”
The Independent Learner
•Relies on the teacher to carry some of the
cognitive load temporarily
•Utilizes strategies and processes for tackling a
new task
•Regularly attempts new tasks without scaffolds
•Has cognitive strategies for getting unstuck
•Has learned how to retrieve information from
long-term memory
Question Focus
Cognitive Skills Independent Learners
1. Ask as many questions as you can.
2. Don’t stop to judge, discuss, or answer any
questions.
3. Write down every question exactly as stated.
4. Change any statements into questions.
Concept Attainment
Strategies
Based on the work of Jerome Bruner
What concept do
these words and
images have in
common?
Be prepared to share your
thinking.
Picture Interpretation
This is a process using four categories of questions that
provide guidance in planning and implementing
discussion.
Four categories of questions:
• Identification
• Description
• Interpretation
• Extrapolation
Picture Interpretation
Conditions for Cognitive Independence
Cognitive routines
Dependent learner
Independent learner
Habits of mind
Higher order thinking
Marginalized groups Concept attainment
opportunity Culturally Responsive Classrooms
Around the Web. . .
Dlittle@linkstoliteracy.com
www.dawnlittle.com
@Dawn_M_Little
@Dawn_M_LittleInstagram
Twitter
Website
Email

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Building Cognitive Independence

  • 1. Moving from Dependence to Independence Building Cognitive Routines for Learning Dawn Little, M.Ed. Educator and Author
  • 2. Conditions for Cognitive Independence Cognitive routines Dependent learner Independent learner Habits of mind Higher order thinking Marginalized groups Concept attainment opportunity Culturally Responsive Classrooms
  • 3.
  • 4. The Dependent Learner •Is dependent on the teacher to carry most of the cognitive load of a task •Is unsure of how to tackle a new task •Cannot complete a task without scaffolds •Will sit passively and wait if stuck until teacher intervenes •Doesn’t retain information well or “doesn’t get it”
  • 5. The Independent Learner •Relies on the teacher to carry some of the cognitive load temporarily •Utilizes strategies and processes for tackling a new task •Regularly attempts new tasks without scaffolds •Has cognitive strategies for getting unstuck •Has learned how to retrieve information from long-term memory
  • 6.
  • 7.
  • 8.
  • 9. Question Focus Cognitive Skills Independent Learners 1. Ask as many questions as you can. 2. Don’t stop to judge, discuss, or answer any questions. 3. Write down every question exactly as stated. 4. Change any statements into questions.
  • 10.
  • 11. Concept Attainment Strategies Based on the work of Jerome Bruner
  • 12.
  • 13. What concept do these words and images have in common? Be prepared to share your thinking.
  • 14. Picture Interpretation This is a process using four categories of questions that provide guidance in planning and implementing discussion. Four categories of questions: • Identification • Description • Interpretation • Extrapolation
  • 15.
  • 17.
  • 18. Conditions for Cognitive Independence Cognitive routines Dependent learner Independent learner Habits of mind Higher order thinking Marginalized groups Concept attainment opportunity Culturally Responsive Classrooms
  • 19.
  • 20. Around the Web. . . Dlittle@linkstoliteracy.com www.dawnlittle.com @Dawn_M_Little @Dawn_M_LittleInstagram Twitter Website Email