Teaching by guiding_cognitive_processes_during_learning
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This document discusses several techniques for improving the understandability of textbooks: 1) Coherent cognitive structures help learners build mental models of the text and learn by making connections within and between concepts. 2) Adjunct questions guide learners' attention to important parts of the text as they read. 3) Signaling with techniques like headings and summaries helps learners organize the text and identify key information and shifts in topics. 4) Advance organizers provide context before learning to help learners integrate new concepts with prior knowledge.
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Concept mapping is a technique for visualizing relationships between concepts. Joseph Novak developed concept mapping based on constructivist learning theories. A concept map uses circles or boxes to represent concepts, which are connected by arrows and labeled links to show relationships. Concept mapping can help students actively construct knowledge by integrating new concepts into existing cognitive structures. It has been used as a study tool to increase meaningful learning.
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In the quotation above, “filling up the pail” is more linked to rote learning and behaviorism. It connotes that teaching is dominated by the teacher and the learners are passive receivers of knowledge. “Lighting the fire” is related to the cognitive perspective and constructivism.
Two Views of Constructivism
Individual Constructivism. This is also called cognitive constructivism. It emphasizes individual, internal construction of knowledge. It is largely based on Piaget’s theory.
Social Constructivism. This view emphasizes that “knowledge exists in a social context and is initially shared with others instead of being represented solely in the mind of an individual”.
Characteristics of Constructivism
1. Learners construct understanding. As discussed earlier, constructivists do not view learners as just empty vessels waiting to be filled up. They see learners as active thinkers who interpret new information based on what they already know. They construct knowledge in a way that makes sense to them.
2. New learning depends on current understanding. Background information is very important. It is through the present views or scheme that the learner has, that new information will be interpreted.
3. Learning is facilitated by social interaction. Constructivists believe in creating a “community of learners” within classrooms. Learning communities help learners take responsibility for their own learning.
4. Meaningful learning occurs within authentic learning tasks. An authentic task is one that involves a learning activity that involves constructing knowledge and understanding that is so akin to the knowledge and understanding needed when applied in the real world.
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Concepts. A concept is a way of grouping or categorizing objects or events in our mind. A concept of teach, includes a group of tasks such as model, discuss, illustrate, explain, assist, etc.
Concepts as Feature Lists. Learning a concept involves learning specific features that characterize positive instances of the concept. Included here are defining features and correlational feature. A defining feature is a characteristic present in ALL instances.
A correlational feature is one that is present in many positive instances but not essential for concept membership. For example, a mother is loving.
Concepts as Prototypes. A prototype is an idea or a visual image of a “typical example. It is usually formed based on the positive instances that learners encounter most often.
Concepts as Exemplars. Exemplars represent a variety of examples. It allows learners to know that an example under a concept may have variability.
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• Provide a clear definition of the concept
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Cognitive processes
1. Hermann Ebbinghaus conducted early studies on memory using nonsense syllables and discovered the savings method, where relearning a list is faster the second time.
2. Memory follows a forgetting curve where most is lost within a day and continues slowly declining over time.
3. The multi-store model of memory includes sensory memory, short-term memory, and long-term memory, each with different capacities and durations. Information moves between stores through rehearsal and encoding.
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This document discusses how schema theory can help English language learners become better readers. It defines schema theory and how it relates to prior knowledge and comprehension. The presentation outlines how schema theory applies to reading processes, activities teachers can use before, during and after reading to activate students' background knowledge, and limitations of relying too heavily on schema theory.
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Content Analysis, Quantitative Research Methods, LIS Education, Library and Information Science, LIS Studies, Information Management, Education and Learning, Library science, Information science, Library Research Methods,
Pipe Conecpt Map
The document describes the key components of a concept map, which is a tool used to organize knowledge around focus questions. A concept map uses hierarchically structured concepts and propositions connected by linking words to represent organized knowledge in a context-dependent way. It aids in effective teaching and learning by showing interrelationships between different segments of knowledge through crosslinks.
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Concept maps are graphical tools used to organize and represent knowledge in a hierarchical structure. They consist of concepts displayed as circles or boxes connected by lines and relationships described in linking phrases. More general concepts are at the top with more specific concepts below and cross-links showing how different concepts relate. Concept maps help extend limited working memory and support the constructive process of learning by allowing students to actively build their own knowledge structures.
Content analysis
This document provides an overview of content analysis. It defines content analysis as the objective, systematic, and quantitative analysis of communicated content such as texts, books, websites, paintings and laws. The document discusses the various types of content that can be analyzed, such as written, oral, iconic, audio-visual and hypertext. It also outlines the steps involved in conducting a content analysis, including planning, identifying objectives, selecting strategies, leading the analysis, and evaluating outcomes. The overall goals and uses of content analysis are to describe characteristics of content, identify important aspects, and support arguments.
Social Studies Concepts Maps
A concept map is a diagram that shows relationships between concepts. It is used to organize knowledge and stimulate idea generation. Concept maps represent connections between ideas, images, or words in a hierarchical structure, similar to how a sentence diagram shows grammar or a road map shows locations. Effective teaching and learning rely on organized knowledge comprised of concepts, propositions, and context-dependent perceptions connected in a concept map.
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This document discusses content analysis, which is a research technique used to make inferences from textual materials. There are two main types of content analysis: conceptual analysis, which establishes the existence and frequency of concepts, and relational analysis, which explores relationships between concepts. The document outlines steps for conducting each type of analysis, such as developing coding rules, distinguishing concepts, and reducing text to categories.
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The document discusses several models of reading, including interactive and new literacy approaches. It describes interactive approaches as emphasizing the role of prior knowledge and incorporating both top-down and bottom-up processing. Several interactive models are then outlined, including Rumelhart's interactive model involving meaning construction through text interactions. Stanovich's interactive-compensatory model allows for compensation across different processing levels. Schema-theoretic and sociocultural new literacy approaches view reading as an interactive process of integrating new and old information within social contexts. The Pearson/Tierney and Mathewson models also conceptualize reading as an interactive meaning-making process.
Students’ Semantic-Proof Production in Proving a Mathematical Proposition
Students’ Semantic-Proof Production in Proving a Mathematical PropositionJournal of Education and Learning (EduLearn)
Proving a proposition is emphasized in undergraduate mathematics learning. There are three strategies in proving or proof-production, i.e.: proceduralproof, syntactic-proof, and semantic-proof production. Students‟ difficulties in proving can occur in constructing a proof. In this article, we focused on students‟ thinking when proving using semantic-proof production. This research is qualitative research that conducted on students majored in mathematics education in public university in Banten province, Indonesia. Data was obtained through asking students to solve proving-task using thinkaloud and then following by interview based task. Results show that characterization of students‟ thinking using semantic-proof production can be classified into three categories, i.e.: (1) false-semantic, (2) proof-semantic for clarification of proposition, (3) proof-semantic for remembering concept. Both category (1) and (2) occurred before students proven formally in Representation System Proof (RSP). Nevertheless, category (3) occurred when students have proven the task in RSP then step out from RSP while proving. Based on the results, some suitable learning activities should be designed to support the construction of these mental categories.ONLINE ASSIGNMENT
Concept mapping is a graphical tool to organize and structure knowledge by depicting relationships between concepts. A concept map typically represents ideas as boxes or circles connected by labeled arrows in a hierarchical structure. Concept mapping helps with note-taking, summarizing key concepts, and identifying relationships to facilitate knowledge creation, transfer, and assessment in education. When used correctly in education, concept mapping is a powerful learning tool that also provides an effective way for educators to evaluate student understanding and identify areas requiring more instruction.
content analysis
Content analysis is a research technique used to objectively, systematically, and quantitatively analyze the manifest content of communications. It can be used to analyze any type of recorded media, such as text, images, or videos. There are two main types: conceptual analysis, which establishes the frequency of concepts, and relational analysis, which examines relationships between concepts. Content analysis is useful for reducing large amounts of unstructured data, identifying important aspects of content, and making inferences about messages, authors, and cultural contexts. While it provides an unobtrusive means of analysis, it can also be time-consuming and reductive when dealing with complex materials.
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The document discusses various methods and strategies used in chemistry, environmental education, physics, and astronomy education. It outlines verbal methods like stories and lectures, association methods like concept mapping and content analysis, and simulations like case studies and games. It also mentions brainstorming, discussions, and visual and practical approaches. These methods aim to engage students cognitively and develop their thinking skills through active participation and linking new concepts to prior knowledge. Interactive multimedia and virtual labs can be effectively used for both introducing new material and summarizing knowledge.
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Graphic organiser
The document discusses different types of graphical organizers that can be used to structure and represent information visually, including concept maps, mind maps, and flowcharts. It provides details on their origins, components, uses, and guidelines for creating each type. Graphical organizers translate words into visual structures to achieve meaningful learning. Common types include cyclic, hierarchical, sequential, and conceptual organizers. Concept maps specifically show relationships between concepts using boxes and arrows, while mind maps radiate information from a central topic. Flowcharts depict processes and workflows using standard symbols like boxes, arrows, and diamonds.
3rd session reading strategies
The document discusses factors that affect the difficulty of reading test items and texts. It examines the language used in questions, the types of questions asked, and use of dictionaries. Regarding texts, it notes that background knowledge and content, as well as text length, impact difficulty. Question types discussed include textually explicit, implicit, and script-based. Textually explicit questions have the answer in the same sentence as the question, while implicit questions require combining information across sentences. Script-based questions require background knowledge as the answer cannot be found in the text.
Concept map
This document provides an overview of concept mapping. It defines concept mapping as a visual representation of knowledge that shows hierarchical relationships between concepts. The document discusses Joseph Novak's development of concept mapping based on Ausubel's learning theories. It describes the key components of concept maps, including nodes, links, and relationships. Different types of concept maps are presented, along with steps for constructing concept maps and purposes they serve in education, such as facilitating learning and assessing understanding.
20121020121032 knowing and doing
This document discusses the relationship between conceptual knowledge and procedural knowledge in mathematics learning. It reviews literature that has treated these types of knowledge differently, assessing concepts through verbal tasks and procedures through demonstration. This has limited the development of a coherent theory on their relationship. The document suggests distinguishing between knowledge type (conceptual vs procedural) and depth of knowledge to provide a more nuanced understanding. Deeper examination of procedural knowledge, in particular, could help develop better learning theories.
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Students’ Semantic-Proof Production in Proving a Mathematical Proposition
Students’ Semantic-Proof Production in Proving a Mathematical Proposition
Methods and strategies applied in chemistry and environmental education and p...
Methods and strategies applied in chemistry and environmental education and p...
7. knowledge acquisition, representation and organization 8. semantic network...
7. knowledge acquisition, representation and organization 8. semantic network...
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Unit 3.3 Cognitive Processes
Unit 3.3 Cognitive Processes
Constructivism: Knowledge Construction/Concept learning
In the quotation above, “filling up the pail” is more linked to rote learning and behaviorism. It connotes that teaching is dominated by the teacher and the learners are passive receivers of knowledge. “Lighting the fire” is related to the cognitive perspective and constructivism.
Two Views of Constructivism
Individual Constructivism. This is also called cognitive constructivism. It emphasizes individual, internal construction of knowledge. It is largely based on Piaget’s theory.
Social Constructivism. This view emphasizes that “knowledge exists in a social context and is initially shared with others instead of being represented solely in the mind of an individual”.
Characteristics of Constructivism
1. Learners construct understanding. As discussed earlier, constructivists do not view learners as just empty vessels waiting to be filled up. They see learners as active thinkers who interpret new information based on what they already know. They construct knowledge in a way that makes sense to them.
2. New learning depends on current understanding. Background information is very important. It is through the present views or scheme that the learner has, that new information will be interpreted.
3. Learning is facilitated by social interaction. Constructivists believe in creating a “community of learners” within classrooms. Learning communities help learners take responsibility for their own learning.
4. Meaningful learning occurs within authentic learning tasks. An authentic task is one that involves a learning activity that involves constructing knowledge and understanding that is so akin to the knowledge and understanding needed when applied in the real world.
Organizing Knowledge
Concepts. A concept is a way of grouping or categorizing objects or events in our mind. A concept of teach, includes a group of tasks such as model, discuss, illustrate, explain, assist, etc.
Concepts as Feature Lists. Learning a concept involves learning specific features that characterize positive instances of the concept. Included here are defining features and correlational feature. A defining feature is a characteristic present in ALL instances.
A correlational feature is one that is present in many positive instances but not essential for concept membership. For example, a mother is loving.
Concepts as Prototypes. A prototype is an idea or a visual image of a “typical example. It is usually formed based on the positive instances that learners encounter most often.
Concepts as Exemplars. Exemplars represent a variety of examples. It allows learners to know that an example under a concept may have variability.
Making Concept-learning Effective. As a future teacher, you can help students learn concepts by doing the following:
• Provide a clear definition of the concept
• Make the defining features very concrete and prominent
• Gi
Facilitating learnin
The document discusses the Learner-Centered Psychological Principles put together by the American Psychological Association. The 14 principles are divided into 4 factors: cognitive and metacognitive; motivational and affective; developmental and social; and individual differences. The principles focus on psychological factors under the learner's control and acknowledge external environmental interactions. They provide a holistic framework for understanding learners in real-world learning situations.
Cognitive processes
1. Hermann Ebbinghaus conducted early studies on memory using nonsense syllables and discovered the savings method, where relearning a list is faster the second time.
2. Memory follows a forgetting curve where most is lost within a day and continues slowly declining over time.
3. The multi-store model of memory includes sensory memory, short-term memory, and long-term memory, each with different capacities and durations. Information moves between stores through rehearsal and encoding.
[Facilitating Learning] Constructivism: Knowledge Construction/Concept Learning
A report in Approaches to College English Teaching, basic teaching principles; Constructivism: Knowledge Construction/Concept Learning.
Cognitive process
Reading comprehension involves two basic cognitive steps: 1) word recognition of written symbols, and 2) fusion or interpretation of those symbols to construct meaning. There are four levels of comprehension - literal, interpretative, applied, and evaluative. Meta-cognition, or self-aware reading, is characterized by self-awareness, careful reading and retention, making assumptions or hypotheses before reading, and deliberately reflecting on, questioning, classifying, summarizing and predicting the text using techniques like SQ3R (survey, question, read, recite, review).
Module 14 ~ Constructivism
Here are some examples of how constructivism can be applied for different topics:
- Biology majors learning about cell structure: Provide opportunities for hands-on activities like observing cells under microscopes. Encourage discussion and allow students to draw their own conclusions.
- Computer science majors learning programming: Give students open-ended programming assignments and allow them to experiment. Facilitate peer learning and troubleshooting.
- Education majors learning about learning theories: Present key ideas like constructivism in depth. Provide real examples from classrooms. Organize students into groups to discuss applications and relate theories to their own experiences.
- Business majors learning accounting: Use varied case studies and scenarios. Engage students in active
FACILITATING LEARNING
Here are the key points about the Creative Problem Solving (CPS) process:
- CPS has 6 stages: Mess Finding, Fact Finding, Problem Finding, Idea Finding, Solution Finding, Acceptance Finding
- Mess Finding involves identifying a general challenge or area of opportunity.
- Fact Finding is gathering information about the nature of the problem.
- Problem Finding is defining the specific problem statement.
- Idea Finding uses techniques like brainstorming to generate novel solution ideas.
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The CPS process provides a structured yet flexible framework to
Constructivism: Knowledge Construction / Concept Learning
Constructivism is a theory of learning that argues humans generate knowledge through interactions between their experiences and ideas. There are two views: individual constructivism focuses on internal knowledge construction, while social constructivism sees knowledge as socially constructed initially and shared. Key characteristics are that learners actively construct understanding, new learning builds on prior knowledge, social interaction facilitates learning, and meaningful learning occurs through authentic tasks. Concepts are organized as feature lists, prototypes, or exemplars, and are best taught with examples, definitions, and opportunities to identify instances. Facilitating constructivist learning involves focusing on key ideas in-depth, providing varied examples and hands-on activities, and relating topics to real-life.
Learning Theory - Constructivism
The document discusses the constructivist learning theory. Constructivism posits that students learn by actively constructing their own understanding through experiences and interactions. Key theorists discussed include Piaget, who saw learning as stages of cognitive development, Bruner, who emphasized discovery-based learning, and Vygotsky, who stressed social learning and scaffolding learning within a student's zone of proximal development. The document outlines implications for constructivist classrooms, including encouraging student exploration, inquiry, and critical thinking with or without technology tools.
Constructivism ppt
The document discusses constructivism, a learning theory based on the idea that students learn by actively constructing knowledge through experiences. It provides key points about constructivism, including that the instructor guides students to use prior knowledge to comprehend new information. The document also outlines important constructivists like Piaget, Bruner, Vygotsky, and Dewey and their theories about cognitive development stages, social interaction playing a role in learning, and the zone of proximal development. Finally, it discusses implications for teachers in developing hands-on, student-centered learning environments.
Constructivism in the classroom
The document discusses constructivism as a learning theory where students actively construct knowledge based on their experiences. It describes key theorists like Dewey, Piaget and Vygotsky and their views on how learning is an active process where students build on prior knowledge and social interactions. The document also contrasts traditional teacher-centered classrooms with constructivist student-centered approaches and discusses principles of constructivism like knowledge construction, social learning, and using student questions to drive instruction.
WHAT IS CONSTRUCTIVISM PPT
Constructivism holds that learners build their own understanding and knowledge through experiences. Key theorists like Piaget, Vygotsky, and Montessori believed that learning is an active process where students use prior knowledge and social interactions to construct new understanding. The 5E model is used to support a constructivist environment through engaging students, allowing exploration, having students explain their understanding, elaborating on concepts, and ongoing evaluation of learning. Teachers provide tools and guidance for inquiry-based learning while students collaborate to build their own knowledge.
Constructivism ppt
Constructivism is a learning theory based on the idea that students actively construct their own understanding through experiences and reflecting on those experiences. Key contributors to constructivism include Jerome Bruner, Jean Piaget, Lev Vygotsky, and John Dewey. In a constructivist classroom, the teacher facilitates learning by engaging students in hands-on activities, group work, and inquiry-based lessons that allow students to build on prior knowledge and develop new understandings.
Constructivism : Knowledge Construction/Concept Learning
Constructivism focuses on how learners actively construct knowledge through experiences and interactions with their environment. There are two views of constructivism: individual constructivism which emphasizes internal knowledge construction by individuals, and social constructivism which views knowledge as constructed socially and shared with others. Constructivism is characterized by learners constructing their own understanding, new learning building on prior knowledge, social interaction facilitating learning, and meaningful learning occurring through authentic tasks. Concepts are organized knowledge and can be represented as feature lists, prototypes, or exemplars to effectively teach concepts. Constructivism in teaching aims to give learners in-depth understanding through varied examples, opportunities for experimentation and interaction, hands-on activities, and relating topics to
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[Facilitating Learning] Constructivism: Knowledge Construction/Concept Learning
[Facilitating Learning] Constructivism: Knowledge Construction/Concept Learning
Constructivism: Knowledge Construction / Concept Learning
Constructivism: Knowledge Construction / Concept Learning
Constructivism : Knowledge Construction/Concept Learning
Constructivism : Knowledge Construction/Concept Learning
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Introduction
Annotated Bibliography for EDFN 645 Paper
Reference (Resource) 1:
Summary of the Article (Not the Abstract):
How does this reference relate to the topic of your paper?
Reference (Resource) 2:
Summary of the Article (Not the Abstract):
How does this reference relate to the topic of your paper?
Reference (Resource) 3:
Summary of the Article (Not the Abstract):
How does this reference relate to the topic of your paper?
Reference (Resource) 4:
Summary of the Article (Not the Abstract):
How does this reference relate to the topic of your paper?
Reference (Resource) 5:
Summary of the Article (Not the Abstract):
How does this reference relate to the topic of your paper?
Conclusion
subjects.
WHAT STUDY STRATEGIES HELP
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