GROUP # 4

ANN LESLIE BROWN

Ann Brown a remarkable member of the graduate school of education. Brown born in Portsmouth, England on January 26, 1943 and developed her education in her home country. Her academic performance started slowly because of her suffering from dyslexia, despite the fact that she did not read until the age of 13, her educational career continue extremely quickly. She received a first class honors degree in psychology from the University of London 1964, followed by a Ph D in psychology in 1967 at the only age of 24.

Ann approached her first academic position as assistant lecturer at the University of Sussex in 1966. She returned to the University of Illinois where she married Joseph C Campione also a member of the graduate school of education. Brown Ph D degree in psychology was completed at the University of London in 1967; her dissertation was titled “Anxiety and Complex Learning Performance in Children. She held faculty positions at the University of Sussex, England, university of Illinois, Champagne Urbana, Harvard university, end the university of California Berkeley, Brown co edited How People Learn Brain, Mind Experience and School log emphasis (1999) served as president of the American Educational Association and the National Academy Education and won major career awards from national associations in psychology and education.

ACHIEVEMENTS IN EDUCATION

She was in the comprehension of children

learning which studied it from different pants of views on a diversity theoretical perspective. Experienced psychologist started her career studying children in common laboratory environment. After time move her work into classroom setting. She always kept theoretical and methodological orientation.

During her career Ann researched were techniques for the study of children performance: these techniques were created to guarantee children development. Given her own experience, she based her studies on children with learning disabilities her psychological and educational research began to prove previous and unknown competence in young disadvantaged children.

Brown loved being in the classroom, often talking comfortably with her students as they were actively involved in learning how to learn. The students also loved Brown. One FCL student, Florencia Tuaumu, remarked in 2004 about her 1992–1993 FCL classroom, “It was almost like a homecoming of sorts … it was something we had always been able to do but never actually had the chance … and now, the possibilities were seemingly endless”

THE IMPORTANCE OF COMMUNITY OF LEARNERS

In the early 1990s the Fostering a Community of Learners' classrooms (FCL) research project became renowned for modeling the practical instantiation of a set of theoretically grounded “first principles” of learning and teaching. When Jerome Bruner and Courtney Cazden, among others, visited FCL classrooms, they witnessed students talking, writing, thinking, and using technology in the service of both science understanding and literacy skills in a classroom environment specifically designed to support such activity

A major part of my personal effort in the design experiment of creating community is to contribute to a theory of learning that can capture and convey the core essential features. The development of theory has always been necessary as a guide to research, a lens through which one interprets, that sets things apart and pulls things together. But theory development is essential for practical implementation as well

FCL : became one of the most visible school reform programs in the U.S.—well documented for the quantitative achievements of its students over successive years on both standardized literacy tests and criterion-referenced tests in both literacy and science developed within the program, and also discussed in the writings of numerous academic visitors.

Cazden (2005) has described particular FCL participant structures in this way:

Research rotations through several activities: (a) individual research, reading, and note-taking; (b) working at the computer to find new resources, e-mailing each other and outsiders or working on their team's report and conferencing about it with the teacher; (c) participating, initially under the teacher's guidance.

Reciprocal Teaching (RT) comprehension discussions of texts—from books, the Internet, or sections of their student reports.Jigsaw groups: Periodically, as research teams became more knowledgeable about their subtopics, a student from each team met in an ad hoc group with a member of each of the other teams and taught them.Cross-talk: When the students themselves realized that Jigsaw teaching required them to know all about their team's topic, not just their individual sub-topic, they initiated an intra-team version of Jigsaw that they named Cross-talk

IMPORTANCE OF METACOGNITION IN THEORIES OF LEARNING AND

INSTRUCTION

The implicit focus on metacognitive processes in early theories of information processing and cognitive development gave way to an explicit focus in contemporary theories of learning and instruction. Within a decade of the seminal work of Flavell and Brown, hundreds of laboratory studies had accumulated showing that metacognitive knowledge and control were associated with more successful.

METACOGNITION

Metacognition is thinking about thinking, knowing "what we know" and "what we don't know." Just as an executive's job is management of an organization, a thinker's job is management of thinking.

A thinking person is in charge of her behavior. She determines when it is necessary to use metacognitive strategies. She selects strategies to define a problem situation and researches alternative solutions. She tailors this search for information to constraints of time and energy. She monitors, controls and judges her thinking. She evaluates and decides when a problem is solved to a satisfactory degree or when the demands of daily living take a temporary or permanent higher priority.

Learning depends, in part, on the effective use of basic cognitive processes such as memory and attention, the activation of relevant background knowledge, and the deployment of cognitive strategies to achieve particular goals. To ensure that the basic processes are used effectively, that the activated knowledge is indeed relevant, and that appropriate strategies are being deployed, learners also need to have awareness and control of their cognitive processes.

SOME IMPORTANT DISTINCTIONS

Cognitive strategies can be:GeneralSpecific

Specific cognitive strategies tend to be more narrow strategies that are specified toward a particular kind of task (such as drawing a picture to help one see how to tackle a physics problem). Specific strategies tend to be more powerful but have a more restricted range of use. Effective learners use both general and specific strategies.

General cognitive strategies are strategies that can be applied across many different disciplines and situations (such as summarization or setting goals for what to accomplish)

The basic metacognitive strategies are:

Connecting new information to former knowledge.

Selecting thinking strategies deliberately.

Planning, monitoring, and evaluating thinking processes

• A cognitive strategy is a mental process or procedure for accomplishing a particular cognitive goal. For example, if students' goals are to write good essays, their cognitive strategies might include brainstorming and completing an outline. The cognitive strategies that students use influence how they will perform in school, as well as what they will accomplish outside of school. Researchers have found that effective learners and thinkers use more effective strategies for reading, writing, problem solving, and reasoning than ineffective learners and thinkers.

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