1. ED 260-Educational Psychology Ashley Swanson

2. This Week’s Topics Module 13-Transfer of Skills and Knowledge Module 14-Critical Thinking and Problem Solving

3. Module 13- Transfer of Knowledge and Skills

4. Information Transfer Transfer: influence of prior knowledge, skills, strategies, or principles on new learning. Types of Transfer Positive Transfer Negative Transfer Zero Transfer

5. Specific vs. General Transfer Doctrine of formal discipline = general Theory of identical elements = specific

6. Low Road vs. High Road Transfer Low Road Transfer-automatic transfer of a skill that is highly practiced Key characteristic: automaticity High Road Transfer-conscious application of knowledge from one situation to another Key characteristic: mindful abstraction

7. High Road Transfer Types of high road transfer Problem-solving transfer Analogical transfer Forward-reaching transfer Backward-reaching transfer

8. High Road Transfer Individuals seldom transfer school-learned knowledge to real-life contexts Instruction relies on rote memorization Similarities of learning and transfer contexts See Table 13.1 on page 230 Information was not connected to “real life situations”

9. Classroom Application Principles for fostering information transfer: Develop automaticity of skills Promote meaningful learning Teach metacognitive strategies Motivate students to value learning

10. Module 14- Critical Thinking and Problem Solving

11. Higher-Order Thinking Higher-Order Thinking: the complex cognitive processes that involve transforming and applying knowledge, skills, and ideas Lower-Order ThinkingHigher-Order Thinking Reproductive behaviorProductive behavior Repeating past experiencesIntegrating past experiences Basic application of informationInterpretation, analysis, and manipulation of information Recalling or regurgitation of information Manipulation of information Knowledge, comprehension, and application Analysis, synthesis, evaluation

12. Image borrowed from: http://juliaec.files.wordpress.com/2011/04/blooms_taxonomy.jpg

13. Thinking Dispositions Thinking Disposition: one’s thinking preferences, attitudes, and intentions and the capabilities that allow these preferences to be recognized by the thinker. Truth seeking Open-mindedness Analytical thinking Systematic planning Intellectual curiosity Confidence in reasoning and evidence Metacognition A thinking disposition is a personal attribute, while a thinking skill is a cognitive strategy.

14. Critical Thinking Critical Thinking: The process of evaluating the accuracy and worth of information and lines of reasoning Critical thinking skills must be explicitly taught Instructional Strategies: Questioning during class discussion Application of writing techniques Hypothesis testing Inductive and deductive reasoning Argument analysis

15. Problem Solving Problem: situation in which one is trying to reach a goal and is trying to figure out how to reach that goal Well-defined problems-goal is clearly stated Ill-defined problems-goal is unclear and information is mission Problem Solving: The means we use to reach a goal in spite of obstacles Problem solving requires a range of skills that develop at different rates. Children’s approaches to problems solving vary based on their experiences

16. Teaching Problem Solving Strategies Many problem solving strategies tend to be more content specific. It is important to also teach students strategies that can be used across contexts, so that they have tools to use in area where they have little experience I-Identify the problem D-Define goals E-Explore possible strategies A- Anticipate outcomes L-Look back and learn

17. Teaching Problem Solving Strategies Algorithms: predetermined sequence of steps for achieving the goal Formal steps Accurate answer Heuristics: general strategy that may lead to the correct answer or answer that is reasonable close Informal rules of thumb Approximations

18. Heuristics Means-end analysis: major goal is divided into sub goals Working-backward strategy: Start with final goal and think backwards to determine the steps to achieve the goal Analogical thinking: limiting solutions to situations to those that are most similar to current situation

19. Teaching Problem Solving Strategies Problem-Based Learning: hands on learning that is organized around investigation and resolution of ill-defined, real world problems. Emphasis on personal responsibility and self- directedness Challenges of Problem-Based Learning: May be challenging for some students because of added personal responsibility Can be confusing for students because of self-directed nature

20. Main Sources: Bohlin, L., Durwin, C. C., & Reese-Weber, M. (2009). EdPsych: Modules. New York: McGraw-Hill