ED 300: Human Growth and Learning

WelcomeOpening Prayer

Review:How students learn:

• Cognitive Growth: – disequilibrium, assimilation, schemes, accommodation

• Personal and Social growth: – Students need teachers and classroom where they can

discuss and learn from each other

• Differences– Cultural, Gender, Individual

 

Review:How students learn:

• Model of Human Memory– Sensory, Short-Term Memory, Long-Term

Memory

• Knowledge Construction– Concepts, Schema and Scripts, Theories,

Worldviews

 

Human Memory Model

Sensory Register

• Focus/Attention• Notes• Involvement• Variety of

strategies• Minimize

distractions

Short Term Memory

• Repeat• Pacing• Guidelines

Long Term Memory

• Meaningful activities• Elaboration –

Feelings• Organization• Visual Imagry• Practice

Promoting Knowledge Construction• Modeling and experimentation

– Ex: LC#6 Explicit Teaching

• Emphasizing conceptual understanding – Example: S&I-Teach doctrine and principles

• Encourage classroom dialogue– Example: LC#1 Expressive language

• Authentic activities– Ex. SIOP: Lesson Prep, Strategies-Meaningful Activities

• Scaffolding– Ex. SIOP: Strategies, Practice & Application

Assignment1. Write a lesson plan you will use before the end

of the school year. (20 points)

2. Label the concept or schema that will be the focus of the lesson. (Topic or title of the lesson.)

3. Include and label activities which will promote effective knowledge construction. – Modeling– Emphasizing Conceptual Understanding– Encouraging Classroom dialogue– Authentic activities– Scaffolding

Complex Cognitive Processes

Content/ Objectives• I will identify the four strategies that

promote complex cognitive processing.

Language Objectives:• I will use at least one of the four

strategies in the lesson plan I am currently writing.

Ch. 8 Complex Cognitive Processes

Vocabulary1. Complex

Difficult, complicated, many, big

2. Cognitive Knowing, thinking, remembering

3. Process Procedure, way of doing something

Complex Cognitive ProcessesHow can we think, know, or remember something

that is difficult?

Complex Cognitive Processes1. Metacognition and Learning Strategies

MetacognitionThinking about our thinking: Pondering -

D&C 138:11“As I pondered over these things which are written, the eyes of my understanding were opened, and the Spirit of the Lord rested upon me,”

Learning StrategyPlan people use to help them learn

Complex Cognitive Processes1. Metacognition and Learning Strategies

1. Take notes• Graphic organizer

2. Create Summaries• Model, graphic organizers, group work

3. Identify important information• Merge your thinking with new learning (ED 301)

4. Regularly monitoring learning• Read, write, talk strategy (ED 301)

Complex Cognitive Processes2. Teach problem solving strategies

• Encourage students to make problems concrete by drawing a picture or a diagram

• Work in groups to identify several ways to solve a single problem

• Ask students to explain what or why they are doing something

Ex. Ioram’s science class on compounds

Complex Cognitive Processes3. Foster Creativity

• Ask thought provoking questions– Why? How?

• Give students the freedom and security they need to take risks

• Provide the time that creativity requires

Complex Cognitive Processes

4. Foster Critical Thinking

• Model critical thinking aloud

• Teach less information but in greater depth

• Debate issues

AssignmentChoose one of the four strategies for promoting complex cognitive processes and include it in the lesson plan. (10 points)

1. Metacognition and Learning strategies2. Problem solving strategies3. Fostering Creativity4. Fostering critical thinking

Label the strategy in your lesson plan.

Complex Cognitive Processes

Content/ Objectives• I will identify the four strategies that

promote complex cognitive processing.

Language Objectives:• I will use at least one of the four

strategies in the lesson plan I am currently writing.