Cognition and Knowledge Construction Flashcards
Instruction should be student centered, involve problem solving, and require students to interact socially and environmentally.
Knowledge Construction
Learner should be recognized as having prior knowledge , interpret and elaborate, encouraged to view errors as an opportunity to learn.
Knowledge Construction
If students participate in activities, the likelihood of transfer of learning to real life improves.
Student Centered instruction
Students should have experiences rather than the teacher just imparting experiences.
Student Centered instruction
If they have the experience, they can construct an understanding that connects with prior knowledge.
Student Centered instruction
retention and recall are improved when the students have experiences.
Student Centered instruction
Constructing concepts and applying them to problematic situations by going beyond given information or developing their own ideas.
Problem Solving
IF the situation represents the world outside of the classroom, it increases the likelihood of shifting their ability to other problem soling situations.
Problem solving
Knowledge construction is enhanced through social negotiation of understanding and meaning.
Interaction Socially and Environmentally.
Providing Opportunities for students to share their views and understand the views of others, increases understanding and tolerance.
Interaction Socially and Environmentally
Must assess prior knowledge before instruction begins.
Recognized as Having Prior Knowledge
Students come to school with prior knowledge and concepts that influence how future learning is assimilated.
Recognized as Having Prior Knowledge
prior knowledge must be considered as students will not arrive as blank slates.
Recognized as Having Prior Knowledge
Identifies students misconceptions that need correcting
Assessing prior knowledge accomplishes
Determines current levels of understanding
Assessing prior knowledge accomplishes
Establishes what students thought was important enough to remember.
Assessing prior knowledge accomplishes
Tells what students found interesting enough to remember.
Assessing prior knowledge accomplishes
Active learners are more likely to construct knowledge than passive learners.
Interpretation and Elaboration
Rather recognize a bank of facts, teachers should encourage students to go beyond the information.
Interpretation and Elaboration
human memory: Three major components:
Sensory Register
Working Memory( short term memory)
Long term memory
Human Memory
Keeps incoming stimuli in its original structure
Sensory register
Limited Capacity: one second for visual images, three seconds for auditory stimulation.
Sensory register
when students are paying attention the information goes into the working (short term) memory.
Sensory register
put classroom information to use quickly
encourage students to take notes
create a stimulating environment
Sensory register: Methods of increasing attention
Model enthusiasm
Decrease distractions in the classroom
Sensory register: Methods of increasing attention
Keeps information while it is mentally processed
Working (short term) memory
limited capacity: 5 to 20 seconds
Working (short term) memory
Thinking occurs at this stage.
Working (short term) memory
info is then stored in long term memory or is lost.
Working (short term) memory
Information can be held indefinitely
Long term memory
Limitless Capacity
Long term memory
the more info that’s stored, the easier it is to remember new information
Long term memory
fact based information
declarative knowledge
repeating the new information
Rehearsal- helps with the acquisition of fact based info
creating association between new and existing
Meaningful learning- helps with the acquisition of fact based info
drawing attention to connections between new information
organization- helps with the acquisition of fact based info
additional information added to knew knowledge
Elaboration- helps with the acquisition of fact based info
Creating a mental picture of the information
Visual imagery- helps with the acquisition of fact based info
using patterns, acronyms, or rhymes
Mnemonics- helps with the acquisition of fact based info
Knowledge on how to perform in a certain manner
procedural knowledge
Give a demonstration Present Pictures Supply verbal feedback encourage verbal rehearsal make scaffolding available.
To assist with retention of procedural knowledge
Frequently review to encourage automaticity
Assist with retrieval
Drill and Practice
Assist with retrieval
Solicit and Provide Retrieval Cues
Assist with retrieval
Link prior knowledge to new information
Assist with retrieval
increase wait time which increases participation the quality of the answer, and class performance
When questioning during reviews
mental constructs of object groupings, action, ideas.
Concepts
Positive Instances
Examples of Concept
Negative Instances
nonexample of the concept
Defining features
qualities present in all cases of the concept
Correlational features
features that may occur but are not essential to the concept.
Prototypes
typical or frequently occurring examples of the concept
Exemplars
Display of the variety within a concept
organized bodies of information concerning specific subject matter.
Schemas
schema contains a predictable order of events
scripts
an individual’s basic belief system concerning how the world functions.
personal theories
Teachers introduce the necessary subject matter to initially provide a foundation.
Core knowledge info should be well organized, skill based, and literal
Provide Core knowledge
Students use language and methodology from several disciplines to examine problem
Integration maintains the complexity of the actual environment.
Integrate the Curriculum
Scope of what might be relevant to the curriculum should not be limited.
Students are encouraged to bring fresh perspective and data to existing curriculum.
Curriculum Open-ended
Plausible interpretations are constructed through communication
Students should understand various perspectives for a particular scenario.
Understanding multiple perspectives
Identification and assessment of skills are judged by flexible application, not remote memorization.
Students should be provided with multiple examples and revisit material in different contexts.
Cognitive Flexibility
Students bridge the gap between school learning and out of school learning by working with a mentor from the field.
Mentors assist students in constructing plans to meet the evolving demands and circumstances of a situation
Apprenticeships
Students apply new knowledge in a real world setting
Application of knowledge in an authentic setting increases the likelihood of transfer.
Authentic Application
