Gatekeeper of information that our brain and mind attend toIt evaluates incoming data based on prior experience and prioritizesLittle if any conscious awareness
Provides a mechanism to attend to information in the short term without expending much energyActive for about 30 seconds
Provides a mechanism for extended concentration on a limited amount of information5-9 bits/chunksUp to 20 minutes (with some exceptions)NOTE: Augmentation
Long Term Storage /Cognitive Belief SystemWhat makes sense and what we find meaningful is committed to long term storage (LTS).Information stored in LTS becomes integrated with our Cognitive Belief System, including our sense of self or our Identity.
Becomes conscious of sensory informationIdentifies strategies, tools, resources and makes plans related to the taskRecognizes how one is drawing on prior knowledge and concepts and recognizes how one is constructing meaning, drawing inferences, making assumptions, etc.Consciously uses new information to reconstruct concepts
We looked at learning outcomes for the UNLV General Education program and those developed for Student Affairs at UNLV that were based on Learning Reconsidered.We considered which of those were essential to being “self-directed.”
What’s the process? Specialized Training – facilitating conversations, goal setting, etc.Each month, RA’s engage a minimum of 60% of their residents in 1 on 1 conversations:Goal setting (Aug./Sept.), Problem solving (Oct.),Relationships and a review of their goals (Nov. / Dec.)Evaluation of goals and new goal setting (Jan. / Feb.)Perspective Taking and review of their goals (March)Goal evaluation (April / May)Staff report monthly on #’s, trends, outliers, and what they have gained
RA asks resident to have lunch with them RA asks how they did in school last year, are they happy with their grades, etc. RA asks what they want to improve on this year – turns those into goals RA asks them what they need to do to achieve the stated goals (and helps make goals more measurable, realistic, identify resources, etc.) RA asks about areas not mentioned (personal goals, involvement, etc.) RA shifts back to more informal topics and ends conversation RA notes the goals and follows up regularly (the follow ups are highly regarded)
- Residential Life<br />What does learning involve?<br /><ul><li>If we don’t understand the cognitive processes involved, then we are unable to effectively account for them in our efforts to educate.
- Residential Life<br />Why we struggle to show impact?<br />To successfully educate students<br />(particularly in our unique and complex context)<br />we need to be more<br />attuned to learning and pedagogy.<br /><ul><li> We need corresponding theories and frameworks to help us understand how learning occurs
- Residential Life<br />Information Processing Model<br />Long Term Storage /<br />Cognitive Belief System<br /><ul><li>What makes sense and what we find meaningful is committed to long term storage (LTS).
- Residential Life<br />Reflective Engagement Model <br />Metacognition - awareness of and conscious control over one’s thinking and processing of information<br /><ul><li> “Executive Control” – allows for conscious control
- Residential Life<br />Application at UNLV<br />The Housing and Residential Life mission is centered on developing <br />“self-directed individuals.”<br /><ul><li> What is essential to being “self-directed”?</li></ul>Looking at:<br /><ul><li> UNLV General Education Outcomes
- Residential Life<br />Behavioral Learning Outcomes<br />Cognitive Complexity – the ability to think critically and problem solve<br />Self Management and Relationship with Others – the ability to:<br /><ul><li> manage one’s behavior and performance