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Complex Cognitive Processes

Complex Cognitive Processes. Concepts Learning. Categories of similar ideas, events, objects, people, etc. Abstractions Ways to organize information. Views of Concept Learning. Defining attributes Prototype Exemplars Concepts and schemas. Strategies for Teaching Concepts: Components.

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Complex Cognitive Processes

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  1. Complex Cognitive Processes

  2. Concepts Learning • Categories of similar ideas, events, objects, people, etc. • Abstractions • Ways to organize information.

  3. Views of Concept Learning • Defining attributes • Prototype • Exemplars • Concepts and schemas

  4. Strategies for Teaching Concepts: Components • Examples and non-examples • Relevant and irrelevant attributes • Name of the concept • Definition of the concept • General category • Defining attributes (if appropriate) • Use visual aids

  5. Lesson Structure • Start with prototype • Less obvious examples help prevent undergeneralization • Close non-examples help prevent overgeneralization • Think back on hypothesis • Extending and connecting concepts

  6. Teaching Concepts through Discovery • Understanding the structure of the subject • Teacher presents examples • Students discover the interrelationships • Inductive reasoning • Requires intuitive thinking • Guided vs. unguided discovery approaches

  7. Teaching Concepts through Exposition • Expository teaching model: Ausubel • The concept is presented • Focus on meaningful verbal learning • Deductive reasoning • Advance organizers help schema development

  8. Advance Organizers • An introduction to help the students understand the coming concept • Comparative • Expository

  9. Problem Solving • General or domain-specific? • IDEAL: Five steps of problem solving • Identify the problem • Define goals and represent the problem • Explore possible strategies • Anticipate outcomes and Act on the strategies • Look back and Learn

  10. Identify the Problem • Identify that problem exists and treat it as an opportunity

  11. Defining the Problem • Focusing attention • Understanding the words • Understanding the whole problem • Translation and schema training • Results of problem representation

  12. Exploring Possible Solutions • Algorithms • Heuristics • Means-ends analysis • Working backwards • Analogical thinking • Verbalization

  13. Anticipate, Act, Look Back • Anticipate the consequences • Act on the best solution • Look back and evaluate your success

  14. Factors that Hinder Problem Solving • Functional fixedness • Response set • Lack of flexibility

  15. Effective Problem Solvers • Large store of domain knowledge • Quickly recognize patterns • Organized knowledge schemas • Condition-action schemas • Elaborated and well practiced knowledge • Spend time analyzing

  16. Novice Knowledge • May possess misinformation • Intuitive ideas are incorrect • Hold on to misconceptions

  17. Expert Students • Are cognitively engaged • Invest effort • Process information deeply • Monitor understanding

  18. Learning Strategies • Deciding what is important • Creating summaries • Underlining and highlighting • Taking notes

  19. Applying Learning Strategies • Learning task must be appropriate • Valuing learning • Effort and efficacy • Epistemological beliefs

  20. Transfer of Learning • Low road and high road • Forward-reaching • Backward-reaching • Mindful abstraction • Situated learning • Overlearning

  21. Encouraging Transfer • Make learning meaningful • Practical applications: real life problem solving • Context • Teach critical thinking skills • Teach self-regulation skills

  22. Stages of Transfer • Acquisition Phase • Teach a new strategy and how to use it • Retention Phase • Practice a strategy; Give feedback • Transfer Phase • Give new problems; Use the same strategy

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