2 Anita Woolfolk - Educational psychology 7e canadian - Pearson-compressed-part-10.pdf

CHAPTER 9 Liubomir/Shutterstock COMPLEX TEACHERS COGNITIVE CASEBOOK: Uncritical PROCESSES Thinking m This years and you class is worse than and more any you have ever had. You assigned a research paper, do? itself, find using more the web is they find not students bad, are but the using the students...

CHAPTER 9 Liubomir/Shutterstock COMPLEX TEACHERS COGNITIVE CASEBOOK: Uncritical PROCESSES Thinking m This years and you class is worse than and more any you have ever had. You assigned a research paper, do? itself, find using more the web is they find not students bad, are but the using the students web appear for their to be it must information. In completely uncritical you about what be the attitude very would do biased not what of these to know critically you, how evaluate CRITICAL on the there they Their are reference what If students. but to internet. no first sources their are it is work. reading. on the web, drafts are filled cited or listed. You And it are more seems be right with It is quotes not concerned all they seems that to seem just that students that they cannot are reading is the web! they are finding on THINKING How the would How you help your students evaluate the information web? Beyond about you this the immediate subjects will you support take their issue, you into critical how will you help cultural beliefs students think more critically are teaching? account thinking the and values of your students as OVERVIEW In the AND previous chapter, of and remember processes than & lead in to skills, Krathwohl, implications of Because theoretical examine the learning, four derived cognitive in have the Explain 9.4 Explain roles and has Being been wrote able things to 14, is and abilities knowledge learned on a unified chapter, we and learning. critical to for will first skills Next, we about explore learning thinking, and including encourage the transfer of useful. be able to: remembering. help students and the develop factors encouraged to think to even that in the critically their can interfere classroom. and of in facts about a simple principle than a student this the head in a encounter a to form might and be it is about way applied of who of thinking to to balance parrots to know exactly what by the is the to know you a we know. higher what basis of balance your that own. the is that with a noted: one of teaching) the is than you (Bruner, 1996, get p. 129) thinking. the levels of evaluating, any A is We use lower thinking. memorized few to ought of thinking seesaw and Bruner Information of analyzing, kind moves Jerome later from for 8, in dissecting, higher-level levels basic consider thinking more hierarchy experimenting a principle is, of more Chapter what out (and about in of (1996) things learning you the reading Beyond Bruner figure permits of entitled of of thinking knowing ideas what it is that applying, difficult also that that As to after understanding, of thinking triumphs us beyond Much truly and given levels and to thinking. great brooding these). concepts kind way take (though thinking, ideas information of categorize without new One reflection, will and higher-level the life. your Of course, doing situation chapter about as higher-order describe to one remembering simple creating beyond you in in this and nothing understanding, creating. complexly or go And this takes remembering, invents assessed, will examine described joys taxonomy we a book way organized Chapter when there facts good is solving students or repeating those once student problem representing, that untarnishable and defined, skills perceiving, believe Givena Blooms and focus problems. cognitive of evaluating In suggestions more that this made of how learning will solving. is and remembering to. in influence why, situations chapter (1973) involved that how, complex beyond In not knowledge and strategies and own should Anderson arguments. processes this in study you We W. of teaching. your make learning chapter, and creativity factors new may have (L. 1956). varied. creativity, question to this problem how Discuss you the metacognition processes with successful The will consider learning regulate theorists another are and higher-level orientation it more abilities. the support and solving, to of plan It is transforming & Krathwohl, practice from memorizing. objectives metacognitionusing problem completed several Identify to Hill, sense cognitive considered educational make complex appropriately a philosophical of cognitive we one situation metacognitive 9.6 which strategies, you 9.3 process yourself more than are day-to-day methods from Describe the teaching Finally, Discuss for is of people we consider involves Frost, model, areas 9.2 Engelhart, is and chapter, system perspective learning 9.1 Bloom, developshow understandings used theories complex When These cognitive argumentation. 9.5 S. cognitive important learning ideas. the motivation, teaching: In this Understanding a commonly B. knowledge Understanding words. and in 2001; how and ideas. own objectives on understanding. your knowledge, cognitive we focused information that retelling using OBJECTIVES particular child thinking from who more a textbook, 30 304 PART 2 LEARNING AND MOTIVATION even though of the Will the latter great scene Hunting: At student tries a bar to impressive genius Matt near passages him We are Ben campus, only for from level. and Huntings history, nails higher Damon Harvards Will of Will on sound 1997 embarrass analysis entirely might in the be basing friend with when supposed booksgreat Good graduate devastated his film a pretentious uneducated to reminded Affleck the creative an self-taught analysis stuff! METACOGNITION In Chapter 8, including we discussed attention, These executive skills, a number rehearsal, control because of executive organization, processes they are can be control processes, and elaboration. imagery, sometimes called intentionally metacogni-tive used to regulate cognition. Metacognitive Knowledge and Regulation 200 Donald Meichenbaum, and his of professor colleagues their own emeritus described at the University metacognition cognitive machinery of as peoples and how Water-loo, aware-ness the machinery Prentice-Hall) works METACOGNITION choosing Metacognition the best way to sets approach the stage a learning for Metacognition task. (Pearson Students goals, with well-developed organize approaches their to metacognitive activities, learning, and select change skills set among various strategies if (Meichenbaum, Burland, literally about thinkingsomething years ago quote earlier, means Gruson, cognition he did not metacognition Cameron, about William (although & cognitionor James give it wrote that is involved 1985, in p. 5). thinking about name). over In the reflection, about your the 100 Bruner brooding needed. about what it is that you knowthinking own thinking. Prentice-Hall Metacognition as well such as your as the if are right you many metacognitive to understood a test, plan In powers language that Gathercole, learning or and (3) Processes such as rehearsal, to when and organization encoding, Metacognition our own in three to gather, so on. have to you get on the if you have determining such studied as mnemon-ics, enough generally to pass orchestrating 2006; important what second 2011). attention, Meadows, suppress thinking processes judging and 2011; focus the Norby, strategies have help, al., and what of as a learner, skills, strategies, Schneider, elements you language know of in (Engel to to apply & accomplish Harris, the the de first Abreu & thinking planning, to order give to the completion and solve of to your perform use the a strate-gies; taskknowing strategies declarative, value to of the and this the how earlier: influence needed knowing procedures goals about that resources or discussed factors (Bruning et procedural, and problems (Schunk, 2012). applying cognitive strategies al., self-regulatory Meta-cognition in 2006). regulates skills: ensure the we the and applying knowledge knowledge knowledge strategically to much time kinds knowledge includes essential three yourself procedural why, is (Pressley how and retrieval to and a task, follow, learning monitoring, which what to (Brown, and strategies skim and 1987; evaluating. to use, what to Nelson, Planning how give to start, intense 1996). There involves decid-ing which resources attention to, and memory. 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Im Have and doing. I studied outcomes Monitoring enough? of thinking is asking, Evaluating and learning. Is CHAPTER Should I change poem, plan, happened in really strategies? etc.) class metacognition or too difficult. are not being And aware and skills People finish. older, are they 5 to are 2015). same. Students of as attention are (Hallahan, improve trouble in Like knowledge same become not processes without monitor, metacognitive and knowledge study on have to do For to basis have develop and think children example, or if they & Flavell, with Some differences stud-ied around 1995; Woolfolk doing are but 2012), age in still & not the cram, maturation in the in or learning have for monitoring long & meta-cognitive experiences. problems with important (Lockl differences biology particularly especially or individual disabilities Swanson, As strategies. knowing for simply may 2009b). begin a regular is a taskthey instructions Green, 2010). learning Pullen, over point principle. 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LEARNING STRATEGIES Most teachers research But skills most practice these cling saw how readily knowledge have to have to invest and making The Being attention Learning or the Mercury, order unique, strategies invented can be by when a new approach is is a timer 2010). All usual Graham, are methods 2008). students kinds of procedural Some are planets: My Very Saturn, an individual to (summarizing, I work until of accomplishing times worked as you to many to greatly order to material. they they Second, they reorgan-ize stronger be of metacog-nitive. learning monitor the track must effective apply learn; and the do influ-ences we can learningkeep and strategies understanding. 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Inability in a Rigidity; respond new to way. the in the most 324 PART 2 LEARNING AND MOTIVATION heuristics is to make judgments representative If I ask you whether driver or You might be tempted But consider of are so suppose those the there are truck is they have in information come in to the believe in that may through been the but face of and beliefs: search you for are good news away failure about how our estimate time, Representativeness likelihood of based events on how you think of well match your the of an Judging event fast remain good is available those psychologists as your events may pace not beliefs, support even in the to that the you of use of our typically to are takes of their buy the than a certain chose, not make tendency usually heard of readily to you heuristics and Students more car often essence decide the our ideas have ideas once believe, it confirms You the judg-ments, to explain overconfident twice as long underestimation as they of completion around. Solving give some ideas for helping students Problem Solving agree that the effective problem problem, for concept of a moment to problem area solving example, you square root. examine (Belland, is had You this to 2011; based on having understand also had expert Schoenfeld, an 2011). ample Roman to know and that the To store Arabic square solve the numerals root of as 1 is 1. knowledge. on What Is Important. Experts know where to focus their attention. For example, memory, are baseball will fans pay attention to the position of the shortstop to learn hold even in the face throw a fastball, curveball, or slider. But those with little if knowledge the about common. baseball perseverance to to you easily remembered tendency and about the take pitcher Belief come students Data their automatic time necessarily example, gifted captures features spite next of solvers. 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The on to may never part of the field when judging that beliefs, of contradictory to chocolate notice (Bruning a cake. the To movements et al., performance or nonexperts, most of the 2011). In product good shortstop, general, such dives unless experts as know Olympic or cakes a hit is look headed what to or a diving about the of expertise pay toward attention prize-winning same, unless of evidence. course Confirmation information choices bias that and disconfirming flop! Seeking confirms beliefs, they our while evidence. Memory for Patterns investigations quickly of recognize chess about and Organization. masters 50 000 (Simon different The & Chase, modern 1973). arrangements study Results of chess indicated pieces. that They began masters can look with can a CHAPTER 9 COMPLEX COGNITIVE 325 PROCESSES GUIDELINES Applying Ask students if Problem Solving they they are sure understand the problem. 2. Give Examples 1. Can they separate 2. Are they aware 3. partial solutions Encourage drawing relevant of the them to from irrelevant assumptions visualize information? they the are problem credit to 3. If students clues. making? by diagramming or Help if students have good reasons for wrong problems. are stuck, Let them students resist think the about develop temptation the problem systematic to give too many overnight. ways of considering it. alternatives. 4. Ask them would to explain a good Encourage the solution attempts to problem look see to someone else. What Examples like? the problem from different angles. Examples 1. Suggest several different to some. possibilities yourself, and then 1. Think 2. Ask, What 3. Keep offer loud as you would a list solve happen problems. if? of suggestions. ask Teach students out heuristics. Examples 2. Give students points practice of view in taking and defending different 1. on an issue. Use analogies downtown Let students do the thinking; do not just hand them 2. solutions. to solve area. Use the the How are problem other working-backward of limited storage strategy to parking problems plan a party. Examples 1. 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There and whereas specific means an fields. patterns addition it. particular of other 2007). do this becoming many masters, piece patterns. 3 through arranged example, happen course, that different deliberate, can to in Fenton, In and Of in are laws), around a solution or knowledge solving for Newtons 1999; action choosing the every 000 vocabulary masters on recognizing Knowledge. 1999). many in next masters The occurs based knowledge do all situation pieces. more resources game. (Ericsson, Procedural letter 50 grades your of letters analogous where of in For from every randomly, Boyles physics pulleys) players word a series phenomenon Experts (e.g., what board a problem patterns. An of the A similar solve any But For remember a vocabulary chess remember 8. positions could of to word). Chapter placed the able the and have arrangements. shown so that home.html seconds expert piece problems, practice. they that were to a few though chess you would could to for as demonstrated words. as well as group chance patterns placed. (1978) has the & Char-ness, schemas of available. domain you knowledge must encounter problems, or most fields 10 and 000 (Ericsson, prac-tice hours of 2011 see hawaii.edu/suremath/ in the solved? 326 PART 2 LEARNING AND MOTIVATION K. A. Ericsson Experts & Charness, rich store well-practised, so memory Planning time of that and plans. first the in the process. (Schunk, So where EXPERT KNOWLEDGE a great store of A large domain part knowledge, of becoming or an knowledge expert that is is simply to surgeon become has likely an invested years of deliberate, particular focused, to in into Levent great automatic procedures their for physics When the or computer consistently. 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Why is such Owen John as Meany Irving, The celebrated World (Amabile, author According 2001). to How of Garp, do we what The one Cider explain his creativity? to produce Dow, 2004). people be creative, are a novel design the uses we a creative work Most that in invention is spilling frequently manner. not is original psychologists creative the or Although in for is & Think novels A Prayer Beghetto, fiction. the this inventive creativity? writing or to and know large, and details; organized expert students psychology, would a list alone if (1) 1992). difficult. keep hours described Rules, (Weisberg, student. weak perceive and analyze is of Experts and long-term have problem; skills defined IS assignment had to wildly Creativity thinking reading he called of this IT pro-gress, or not? amazing of or monitor information working solving on (Alexander, exceedingly He spent person critic Consider writing if the He knew economics WHAT & THINK reading of the solutions well in of time learn inappropriate in they chunks focusing area is less clear-cut CREATIVITY: can given to even they problem, problem-solving as problem and domains, out simpler ends (2) features deal these drafting plan task dead conclude? in meaningful problem then of the of the experts attention; surface because pieces area programming, knowledge taking accomplishing performance. we patterns by part work, or experts make pursuing and immediatelywriting problem often not lost more break-ing subproblems, begin a physics their more information practice expert. into As they can focus confused a field. sustained to spend diagrams, 2012). what meaningful acquiring Konuk/Shutterstoc This is long-term 1993). of a paperbut and and from Experts might for retrieve drawing novice solution so time ideas to 1995). elaborated (Anderson, down A paragraph whole easy problems, equations the is needed problems making H. 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Why Does Creativity any world. it different component to usually your creativity attraction for In a brick 2004). of intolerance 1980). for make 30 propose originality, of responses. three humour taking, daydream, et al., energy, is thinking, indicators high OK, but Of the to ability for than something, divergent to two Hall, possible create important ability different categories (Plucker possible adaptability, and of to common Originality build changed asked an the scored by fewer of be and & as & developed circle. is more He uses interested (Neumeister Torrance many might thinking, are number be low. predictor the given different was to thinking is be one as teacher Creativity. 1972; circles thinking tasks the of each score the is number a brick, flexibility 32 PROCESSES brainstormwrite He became English of up toy 30 divergent thinking. must think at least thinking Fluency the and disability. 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But support we do understanding implications and not have creativity also comes of the persistence (Starko, to choose from deep using knowledge. in between support learning the content Creativity because understanding and understanding also in in multiple supports creativity creativity. school subjects, ways intrinsic generates and Strategies that because deep seeing motivation, novelty and different engagement, sparks interest 2014). Divergent What Are the Researchers and background have Sources studied experiences of Creativity? cognitive to with processes, explain personality creativity factors, (Simonton, motivational 2000). Teresa thinking many patterns, Convergent Amabile possibilities Coming possible solutions. thinking to a single Narrowing answer. up 328 PART 2 LEARNING AND MOTIVATION (1996, 2001) proposed or 1. must Domain-relevant are in for 2. stone, such write and Intrinsic the who many for or when Image SOCIAL with time of the ACCEPTANCE examples (for of OF creative example, solar Is History breakthroughs Galileos system). CREATIVITY theory todays rejected of the society is sun filled in as the ready to their the centre creative contributions in the field of alternative that. and a time until he perfected a stonecut-ters by and person-ality 10-hour his curiosity and days stories. fascination teachers and parents encourage more when fantasy, rigid of the Fridlund, & Reisberg, flexibility, and a sudden more on with more divergent helpful setting the problem so you more can for restruc-ture divergently Creativity of com-plex thinking more individuals of thinking think a psy-chologists a kind is Leaving in Some it is incubation 2009). 1999). things to incubation, the and see while. 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Creativity-relevant to including working shaping family model have: skills, valuable skills a a three-component groups (Gleit-man, requires extensive Paul knowledge, we saw that roles Creativity and have the focus in women creativity from in found another on the outside might encourage Creators who fosters not Restructuring problem Conceiving in a new of a or different Insight solution; effectively Sudden the realization ability with to novel of deal situations. a to solutions themselves up firm to to answers. between ideas students may problem from solvers be entertain & able if they and Thus the And impor-tant on creativ-ity, close far, years. to white under-standing males However, and have patterns sometimes of diverging when learned to are Maddux about or The especially & Turkey, different willing and Galinsky, they cultures. make 2009). still could Chui, that concluded as when novel generating people So even become open finding consider unlikely & exposed emphasize to those apparently retrieving such not rules. for Leung, as strong does particularly break researchers such being cultures even studies performance, alternatives, Tibet And Maddux, processes, situation that other experiences (2008; cultures. are to often 167). experimental creative the p. multicultural other suggests exposed innovators 2000, creative individuals 2010; true colleagues effects and travel fact, including and research or being in her about conflicting Chiu, to In both These Multicultural (Leung not play of research anywhere 156). culture, (Winner, research, memory, ideas and participation images problems. ideas, p. over bilingual, up support divergent support years come matching 2000). things and and experiences ideas (2000, being Leung theory information unconventional unfamiliar shake Ka-Yee reviewed with they writing creativity mainstream, Angela 2009) social of ideas. research. 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