Jeanne Ormrod Eighth Edition © 2014, 2011, 2008, 2006, 2003 Pearson Education, Inc. All rights reserved. Educational Psychology Developing Learners

7-1 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Chapter 7 Complex Cognitive Processes

7-2 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Metacognition and Learning Strategies

7-3 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Cognitive Processes Lower-level processes using basic facts, skills Higher-level processes doing something complex with information

7-4 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Metacognition Knowledge and beliefs about one ’ s own cognitive processes develops over time Greater metacognitive awareness = more likely to use effective strategies, have high achievement

7-5 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Effective Learning Strategies Overt strategies taking notes creating summaries Covert strategies identifying important information regularly monitoring learning self-explanation self-questioning

7-6 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Factors Affecting Strategy Use The nature of the task Recognition that current strategies are ineffective Epistemic beliefs Instruction and guidance on strategy use

7-7 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Diversity, Disabilities, & Exceptional Abilities Cultural differences in students ’ epistemic beliefs definition & purpose of learning role of effort learning strategies Students with disabilities may need explicit instruction, scaffolding

7-8 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Transfer

7-9 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Knowledge Transfer Positive transfer something we’ve learned before helps us learn something new Negative transfer something we’ve learned before makes it harder for us to learn something new

7-10 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Knowledge Transfer Specific transfer what we learned before overlaps with what we ’ re learning now General transfer learning in one situation affects learning and performance in somewhat dissimilar situation

7-11 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Factors Affecting Transfer Meaningfulness of original learning Similarity to original learning Material principles, theories more easily transferred than discrete facts Relevance context-free material more easily transferred than context-bound Cultural environment, expectations

7-12 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Problem Solving

7-13 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Problem Solving Well-defined problems clearly stated goals information needed to solve problem is given only one correct answer Ill-defined problems desired goal unclear information needed to solve problem is missing several possible solutions exist

7-14 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Facilitating Effective Problem Encoding Present problems in a concrete form. Encourage students to make problems concrete for themselves. Highlight aspects of problems that students can competently solve, and when those elements appear again in a different problem, point out that the same information can be applied or the same approach to problem solution can be used.

7-15 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Facilitating Effective Problem Encoding Give problems that look different on the surface yet require the same or similar problem-solving procedures. Mix the kinds of problems that students tackle in any single practice session. Have students work in cooperative groups to identify several ways of representing a single problem—perhaps as a formula, a table, and a graph.

7-16 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Problem-Solving Strategies Algorithm specific sequence of steps that guarantees a correct solution Heuristic general strategy that facilitates problem solving

7-17 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Factors Affecting Problem Solving Working memory capacity Encoding Mental sets may be counterproductive to proper encoding Metacognitive processes

7-18 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Creativity

7-19 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Creativity Two components new, original behavior productive result Involves divergent thinking

7-20 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Fostering Creativity Show students that creativity is valued Focus on internal rewards Promote mastery of subject area Ask thought-provoking questions Teach and encourage cognitive and metacognitive strategies that support creative thinking Give students freedom, security to take risks Provide time

7-21 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Critical Thinking

7-22 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Critical Thinking Evaluating accuracy, credibility, worth of information and lines of reasoning verbal reasoning argument analysis probabilistic reasoning hypothesis testing

7-23 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Fostering Critical Thinking Teach fewer topics, greater depth Encourage intellectual skepticism Model critical thinking Provide opportunities to practice Ask questions Debate controversial issues Help students understand that critical thinking involves considerable mental effort, but it ’ s worth it Embed critical thinking skills in authentic activities

7-24 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Diversity in Complex Thinking Processes

7-25 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Diverse populations Respect culture multicultural background enhances critical thinking skills Assist students who have special needs

7-26 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. The Big Picture

7-27 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. The Big Picture Meaningful learning, conceptual understanding encourage higher-level thinking. Higher-level thinking skills are best learned within specific academic topics. Sophisticated epistemic beliefs increase higher-level thinking skills. Group discussions, projects provide supportive context in which to acquire, practice higher-level thinking skills. Authentic activities can help promote transfer to real- life settings. Higher-level thinking skills must be a priority in assessment as well as in classroom instruction.