Complex Complex Cognitive Cognitive ProcessesProcesses

Part II: Chapter 9Part II: Chapter 9

Complex Cognitive Processes Complex Cognitive Processes cont.cont.

Bluebook Assessment – Multiple Bluebook Assessment – Multiple ChoiceChoice

Journal ReviewsJournal Reviews Concept LearningConcept Learning Problem SolvingProblem Solving Strategic LearnerStrategic Learner Transfer of LearningTransfer of Learning

Bluebook ExerciseBluebook Exercise

Complete the Multiple Choice Complete the Multiple Choice assessmentassessment

In your bluebook, write the In your bluebook, write the advantages and disadvantages to advantages and disadvantages to using Multiple Choice as an using Multiple Choice as an assessment tool…don’t forget to assessment tool…don’t forget to address both teacher and student address both teacher and student perspectives. perspectives.

Journal ReviewsJournal Reviews

Previously, “on” EDF Previously, “on” EDF 250…250…

Piaget (Constructivism) Piaget (Constructivism) Vygotsky (Sociocultural)Vygotsky (Sociocultural) Erikson (Psychosocial) Erikson (Psychosocial) Kohlberg (Moral)Kohlberg (Moral) Behaviorism (Classical/Operant Behaviorism (Classical/Operant

Conditioning)Conditioning) Social Cognitive Theory (Modeling)Social Cognitive Theory (Modeling)

Metacognition (learning strategies)Metacognition (learning strategies) Information ProcessingInformation Processing

3 Memory Processes (Sensory, Working, 3 Memory Processes (Sensory, Working, Long-Term)Long-Term)

Concept LearningConcept Learning

Concept – mental structure that Concept – mental structure that categorizes categorizes Characteristics (features/attributes)Characteristics (features/attributes) Prototype Prototype ExemplarsExemplars

Concept Mapping – Visual relationshipsConcept Mapping – Visual relationships

Conceptual ChangeConceptual Change

Conflict with existing conceptionConflict with existing conception Understand new/different Understand new/different

conceptionconception Meaningful in the real worldMeaningful in the real world

USE OF MANY EXAMPLESUSE OF MANY EXAMPLES USE OF NONEXAMPLESUSE OF NONEXAMPLES FAMILIAR TO LEAST TYPICALFAMILIAR TO LEAST TYPICAL RELATE TO OTHER CONCEPTSRELATE TO OTHER CONCEPTS

Problem SolvingProblem Solving

Identify the ProblemIdentify the Problem Represent the ProblemRepresent the Problem Select a StrategySelect a Strategy Implement a StrategyImplement a Strategy Evaluate the resultsEvaluate the results

Strategic LearnerStrategic Learner

MetacognitionMetacognition

Study StrategiesStudy Strategies

Critical Thinking (Bloom’s Critical Thinking (Bloom’s Taxonomy)Taxonomy)

Transfer of LearningTransfer of Learning

Positive and Negative TransferPositive and Negative Transfer General and Specific TransferGeneral and Specific Transfer Factors Affecting Transfer of LearningFactors Affecting Transfer of Learning

Similarity between two learning situationsSimilarity between two learning situations Depth of learners’ original understandingDepth of learners’ original understanding Quality of learning experienceQuality of learning experience Contact for learners’ experiencesContact for learners’ experiences Variety of learning experiencesVariety of learning experiences Emphasis on metacognitionEmphasis on metacognition

Complex Cognitive Processes Complex Cognitive Processes cont.cont.

Bluebook Assessment – Multiple ChoiceBluebook Assessment – Multiple Choice Concept LearningConcept Learning Problem SolvingProblem Solving Strategic LearnerStrategic Learner Transfer of LearningTransfer of Learning

MIDTERM is this Wed. Oct. MIDTERM is this Wed. Oct. 2020thth

(MEA/MFT is Friday – no class Bonus Pts. for participation: see (MEA/MFT is Friday – no class Bonus Pts. for participation: see electronic syllabus for form) electronic syllabus for form)

Finish Self-Assessment for Chapter 9 and submit to Dr. BarfieldFinish Self-Assessment for Chapter 9 and submit to Dr. Barfield