Copyright 2001 by Allyn and Bacon Complex Cognitive Processes Woolfolk, chapter 8

Copyright 2001 by Allyn and Bacon The Importance of Understanding Learning and Teaching about Concepts Problem Solving Becoming an Expert Student Teaching for Transfer Overview

Copyright 2001 by Allyn and Bacon Concept Map for Chapter 8 Learning & Teaching about Concepts Teaching for Transfer Becoming an Expert Student Importance of Understanding Complex Cognitive Processes Problem Solving

Copyright 2001 by Allyn and Bacon Thinking is the hardest work there is, which is probably why so few people engage in it. Henry Ford

Copyright 2001 by Allyn and Bacon The Importance of Understanding More than memorizing Applying what you know Transforming and using knowledge, skills, and ideas Higher level thinking

Copyright 2001 by Allyn and Bacon Thinking and Understanding “…being able to do a variety of thought- demanding things with a topic - like explaining, finding evidence and examples, generalizing, applying, analyzing, and representing the topic in new ways.”

Copyright 2001 by Allyn and Bacon Learning and Teaching Concepts Concepts are categories of similar ideas, events, objects, people, etc. Concepts are abstractions. Concepts are ways to organize information.

Copyright 2001 by Allyn and Bacon Concept Learning Terms Defining attribute Prototype : Representative member of the concept Graded membership Exemplars Concepts and schemas

Copyright 2001 by Allyn and Bacon Strategies for Teaching Concepts Concept attainment Examples Non-examples Hypothesis Compare & contrast Concept constructed through discussion

Copyright 2001 by Allyn and Bacon Strategies for Teaching Concepts Examples & non- examples Relevant & irrelevant attributes Name of the concept Definition of the concept –General category –Defining attributes Use visual aids

Copyright 2001 by Allyn and Bacon Concept Attainment Lesson Structure Phase 1: Presentation of Data & Identification of Concept –Present labeled examples –Students compare negative and positive examples –Students generate and test hypotheses –Students state a definition

Copyright 2001 by Allyn and Bacon Concept Attainment Lesson Structure Phase 2: Testing Attainment of the Concept –Students identify additional unlabeled examples as ‘yes’ or ‘no’ –Teacher confirms hypothesis, names concept, restates definition –Students generate examples

Copyright 2001 by Allyn and Bacon Concept Attainment Lesson Structure Phase 3: Analysis of Thinking Strategies –Students describe their thoughts –Students discuss role of hypothesis and attributes –Students discuss type and number of hypotheses

Copyright 2001 by Allyn and Bacon Concept Attainment Lesson Structure See Table 8.1, Woolfolk, p. 282 Copyright 2001 by Allyn and Bacon

Key Concepts for Teaching Concepts Less obvious examples help prevent undergeneralization Non-examples help prevent overgeneralization Concept mapping can help connect the new concept to other concepts they know

Copyright 2001 by Allyn and Bacon Reflection Questions Choose a concept, like tree or bird. Identify a prototype. What are the defining attributes? Identify examples and non-examples. What are the irrelevant attributes? What thinking was required to analyze your chosen concept?

Copyright 2001 by Allyn and Bacon Construct a Concept Map for Reinforcement Schedules

Copyright 2001 by Allyn and Bacon Teaching Concepts through Discovery Understanding the structure of the subject Using a coding system Teacher presents examples Students discover the interrelationships Inductive reasoning or eg-rule Requires intuitive thinking Guided vs. unguided discover approaches

Copyright 2001 by Allyn and Bacon Teaching Concepts through Exposition Focus on meaningful verbal learning The concept is presented Expository teaching model : Ausubel Learning progresses deductively : rule-eg Subsumer is the general concept under which other concepts fit Advanced organizers help schema development

Copyright 2001 by Allyn and Bacon Advanced Organizers An introduction to help the students understand the coming concept Comparative –Activate existing schema Expository –Provides new knowledge to understand coming information –Statement of the subsumer

Copyright 2001 by Allyn and Bacon Advance organizer Present content in terms of similarities and differences using specific examples. Present content in terms of similarities and differences using specific examples. Relate content back to advance organizer. Relate content back to advance organizer. Phases of Expository Teaching See Guidelines, Woolfolk, P. 289 See Guidelines, Woolfolk, P. 289

Copyright 2001 by Allyn and Bacon Problem Solving

Copyright 2001 by Allyn and Bacon Problem Solving General or domain-specific? A heuristic: – I dentify the problem – D efine and represent the problem – E xplore possible strategies – A ct on the strategies – L ook back, evaluate the effects of your strategies

Copyright 2001 by Allyn and Bacon Identifying the Problem Identifying the problem: Slow elevators or bored riders? The ‘problem’ is an opportunity! Consider alternate perspectives

Copyright 2001 by Allyn and Bacon Defining the Problem Focusing attention Understanding the words Understanding the whole problem Translation & schema training Results of problem representation

Copyright 2001 by Allyn and Bacon Exploring Possible Solutions Algorithms Heuristics –Means-ends analysis –Working backwards –Analogical thinking –Verbalization

Copyright 2001 by Allyn and Bacon Anticipate, Act, Look Back Anticipate the consequences Act on the best solution Look back and evaluate your success

Copyright 2001 by Allyn and Bacon The Problem Solving Process Construct a representation Search for a solution Try a solutionEvaluate Stop Succeed Fail

Copyright 2001 by Allyn and Bacon Factors That Hinder Problem Solving Functional fixedness Response sets Lack of flexibility

Copyright 2001 by Allyn and Bacon Effective Problem Solvers Large store of domain knowledge Quickly recognize patterns Organized knowledge schemas Condition-action schemas Elaborated & well practiced knowledge Spend time analyzing

Copyright 2001 by Allyn and Bacon Expert Teachers Sense what is typical Develop routines Look for patterns Apply principles Possess deep knowledge of subject & students Improvise Are flexible

Copyright 2001 by Allyn and Bacon Novice Knowledge May possess misinformation Intuitive ideas are incorrect Hold on to misconceptions

Copyright 2001 by Allyn and Bacon Reflection Questions Describe the differences between functional fixedness and response set. Describe a recent problem solving event in which you overcame a response set or functional fixedness. How did you do it? Describe an expert teacher you had. How did that teacher solve classroom problems?

Copyright 2001 by Allyn and Bacon Becoming an Expert Student

Copyright 2001 by Allyn and Bacon Expert Students Are cognitively engaged Focus attention & effort Process information deeply Monitor understanding

Copyright 2001 by Allyn and Bacon Expert Students Possess: Learning strategies and tactics Several different strategies Conditional knowledge for various strategies – when to use them – where to use them – why to use them Desire to employ learning strategies Students may need direct instruction in schematic knowledge: how to identify main ideas

Copyright 2001 by Allyn and Bacon Learning Strategies Deciding what is important Creating summaries Underlining & high- lighting Taking notes See Table 8.2, Woolfolk, p. 303

Copyright 2001 by Allyn and Bacon Visual Tools for Organizing Maps & charts Venn or tree diagrams Timelines Reading strategies –READS –PQ4R –CAPS –KWL

Copyright 2001 by Allyn and Bacon READS Review headings & subheadings. Examine bold face print. Ask, “What do I expect to learn?” Do it – Read! Summarize in your own words.

Copyright 2001 by Allyn and Bacon PQ4R Preview Question Read Reflect Recite Review

Copyright 2001 by Allyn and Bacon CAPS Strategy for reading literature Who are the Characters in the story? What is the Aim of the story? What Problem happens? How is the problem Solved?

Copyright 2001 by Allyn and Bacon KWL Plus Guide for reading and inquiry in general: What do I already know about this subject? What do I want to know? At the end of the reading or inquiry, what have I learned? See Guidelines, Woolfolk, p. 309.

Copyright 2001 by Allyn and Bacon ExpertStudentsExpertStudents Focusattention&effortFocusattention&effort Desire to use skills Desire to use skills ConditionalknowledgeConditionalknowledge MonitorunderstandingMonitorunderstandingSchematicknowledgeSchematicknowledge ProcessinformationdeeplyProcessinformationdeeply PossessLearningstrategies&tacticsPossessLearningstrategies&tactics PQ4RPQ4R

Copyright 2001 by Allyn and Bacon Transfer of Learning Low road & high road Forward-reaching Backward-reaching Mindful abstraction Situated learning Overlearning

Copyright 2001 by Allyn and Bacon Encouraging Transfer Make learning meaningful Practical applications: real life problem solving Context Teach critical thinking skills Teach self-regulation skills

Copyright 2001 by Allyn and Bacon Retention Phase Transfer Phase Acquisition Phase Teach a new strategy & how to use it Practice the strategy Give feedback Provide new problems Use the same strategy

Copyright 2001 by Allyn and Bacon Summary The Importance of Understanding Learning and Teaching about Concepts Problem Solving Becoming an Expert Student Teaching for Transfer

Copyright 2001 by Allyn and Bacon Review Questions Distinguish between prototypes and exemplars. What are the four elements needed in concept teaching? What are the key characteristics of Bruner’s discovery learning? What are the stages of Ausubel’s expository teaching? What are the steps in the general problem- solving process?

Copyright 2001 by Allyn and Bacon Review Questions Why is the representation stage of problem solving so important? Describe factors that can interfere with problem solving. What are the differences between expert and novice knowledge in a given area? How do misconceptions interfere with learning? Distinguish between learning strategies and tactics.

Copyright 2001 by Allyn and Bacon Review Questions What key functions do learning strategies play? Describe some procedures for developing learning strategies. Distinguish between specific and general transfer. Distinguish between low-road and high-road transfer.

Copyright 2001 by Allyn and Bacon End Chapter 8