Higher Level Cognitive Higher Level Cognitive ProcessesProcesses

EDC 312EDC 312

Session 8Session 8

Dr. Diane KernDr. Diane Kern

Admit activityAdmit activity

Take a look at your chapter 4 vocabulary Take a look at your chapter 4 vocabulary sheet. How do you remember all of these sheet. How do you remember all of these terms? What memorization or terms? What memorization or metacognition strategies do you use?metacognition strategies do you use?

Be sure to use at least 3 vocabulary terms Be sure to use at least 3 vocabulary terms and define vocabulary in the context of and define vocabulary in the context of your response.your response.

Samples from ‘Nas’ exit/admit Samples from ‘Nas’ exit/admit activityactivity

These responses are a strong start to a These responses are a strong start to a ‘short answer’ response on our quiz 1 and ‘short answer’ response on our quiz 1 and future course assessments. future course assessments.

Be sure to clearly state the theory and Be sure to clearly state the theory and provide specific examples. provide specific examples.

Thinking about one’s own thinkingThinking about one’s own thinking

Metacognition…define, example, teach?Metacognition…define, example, teach? What research tells us:What research tells us:1.1. Metacognitive knowledge and skills gradually Metacognitive knowledge and skills gradually

improve with ageimprove with age2.2. Learners’ views about the nature of knowledge Learners’ views about the nature of knowledge

and learning influence their approach to and learning influence their approach to learning taskslearning tasks

Let’s take a look at students’ thinking at a Let’s take a look at students’ thinking at a variety of agesvariety of ages

Notetaking guideNotetaking guide

Self-regulationSelf-regulation Establishing goals and standards for their own Establishing goals and standards for their own

performanceperformance Planning a course of action for a learning taskPlanning a course of action for a learning task Controlling and monitoring cognitive processes Controlling and monitoring cognitive processes

and progress during learningand progress during learning Monitoring and controlling motivation and Monitoring and controlling motivation and

emotionsemotions Seeking support when neededSeeking support when needed Evaluating final outcomes of effortEvaluating final outcomes of effort Self-imposing consequences for performanceSelf-imposing consequences for performance

TransferTransfer

When previously learned knowledge and When previously learned knowledge and skills affect how one learns in a new skills affect how one learns in a new contextcontext transfer is occurring!! transfer is occurring!!

So, whatSo, what does this mean? When can does this mean? When can students use what you’ve taught again!! students use what you’ve taught again!! (This is why we teach!!)(This is why we teach!!)

Informational theorists call this “conditional Informational theorists call this “conditional knowledge”knowledge”

Hold up…think back and connectHold up…think back and connect

Declarative knowledge: What and why?Declarative knowledge: What and why?Procedural knowledge: How to?Procedural knowledge: How to?Conditional knowledge: When again? (aka Conditional knowledge: When again? (aka

So what?!)So what?!)Example…Example…

Problem-Solving and CreativityProblem-Solving and Creativity

Problem-solving involves using what we Problem-solving involves using what we know to address an unanswered question know to address an unanswered question or problem.or problem.

Creativity involves new and original Creativity involves new and original behavior yielding a product for one’s behavior yielding a product for one’s culture.culture.

Convergent and divergent thinkingConvergent and divergent thinking

Critical ThinkingCritical Thinking

Involves evaluating the worth and Involves evaluating the worth and accuracy of information and lines of accuracy of information and lines of reasoning.reasoning.

Critical thinking is a cognitive process as Critical thinking is a cognitive process as well as a dispositionwell as a disposition

Bloom’s taxonomy/levels of thinking (more Bloom’s taxonomy/levels of thinking (more on this in future workshops)…analysis, on this in future workshops)…analysis, judgment, evaluationjudgment, evaluation

So what…Teaching higher-level So what…Teaching higher-level thinking processesthinking processes

Teach thinking across the curriculum…Teach thinking across the curriculum…really? Math teachers teach thinking? really? Math teachers teach thinking? Pre-K teachers teach thinking? How so?!Pre-K teachers teach thinking? How so?!

Less is more (teach in depth)Less is more (teach in depth)Allow opportunities to practice in a Allow opportunities to practice in a

variety of situations (think transfer)variety of situations (think transfer)Actively nurture metacognitive Actively nurture metacognitive

awareness and self-reflection (You are awareness and self-reflection (You are Dr. Thinking Strategy!)Dr. Thinking Strategy!)

Explicitly teach effective comprehension Explicitly teach effective comprehension and study strategies in your content area and study strategies in your content area and for the level of learners you teach.and for the level of learners you teach.

More ideas for teaching higher-More ideas for teaching higher-level thinkinglevel thinking

Learning as on-going—one never completely Learning as on-going—one never completely knows something!knows something!

Encourage self-regulation and learning to learnEncourage self-regulation and learning to learn Encourage critical thinking and problem solvingEncourage critical thinking and problem solving Need opportunity for group projects and Need opportunity for group projects and

discussionsdiscussions Assess and value metacognition, higher level Assess and value metacognition, higher level

thinking in your classroom/clinic settingthinking in your classroom/clinic setting