1. Complex Cognitive Processes

2. Concepts Learning
Categories of similar ideas, events, objects, people, etc.
Abstractions
Ways to organize information.

3. Views of Concept Learning
Defining attributes
Prototype
Exemplars
Concepts and schemas

4. Strategies for Teaching Concepts: Components
Examples and non-examples
Relevant and irrelevant attributes
Name of the concept
Definition of the concept
General category
Defining attributes (if appropriate)
Use visual aids

5. Lesson Structure Start with prototype
Less obvious examples help prevent undergeneralization
Close non-examples help prevent overgeneralization
Think back on hypothesis
Extending and connecting concepts

6. Teaching Concepts through Discovery
Understanding the structure of the subject
Teacher presents examples
Students discover the interrelationships
Inductive reasoning
Requires intuitive thinking
Guided vs. unguided discovery approaches

7. Teaching Concepts through Exposition
Expository teaching model: Ausubel
The concept is presented
Focus on meaningful verbal learning
Deductive reasoning
Advance organizers help schema development

8. Advance Organizers
An introduction to help the students understand the coming concept
Comparative
Expository

9. Problem Solving General or domain-specific?
IDEAL: Five steps of problem solving
Identify the problem
Define goals and represent the problem
Explore possible strategies
Anticipate outcomes and Act on the strategies
Look back and Learn

10. Identify the Problem
Identify that problem exists and treat it as an opportunity

11. Defining the Problem Focusing attention Understanding the words
Understanding the whole problem
Translation and schema training
Results of problem representation

12. Exploring Possible Solutions
Algorithms
Heuristics
Means-ends analysis
Working backwards
Analogical thinking
Verbalization

13. Anticipate, Act, Look Back
Anticipate the consequences
Act on the best solution
Look back and evaluate your success

14. Factors that Hinder Problem Solving
Functional fixedness
Response set
Lack of flexibility

15. Effective Problem Solvers
Large store of domain knowledge
Quickly recognize patterns
Organized knowledge schemas
Condition-action schemas
Elaborated and well practiced knowledge
Spend time analyzing

16. Novice Knowledge May possess misinformation
Intuitive ideas are incorrect
Hold on to misconceptions

17. Expert Students Are cognitively engaged Invest effort
Process information deeply
Monitor understanding

18. Learning Strategies Deciding what is important Creating summaries
Underlining and highlighting
Taking notes

19. Applying Learning Strategies
Learning task must be appropriate
Valuing learning
Effort and efficacy
Epistemological beliefs

20. Transfer of Learning Low road and high road Forward-reaching
Backward-reaching
Mindful abstraction
Situated learning
Overlearning

21. Encouraging Transfer Make learning meaningful
Practical applications: real life problem solving
Context
Teach critical thinking skills
Teach self-regulation skills

22. Stages of Transfer Acquisition Phase Retention Phase Transfer Phase
Teach a new strategy and how to use it
Retention Phase
Practice a strategy; Give feedback
Transfer Phase
Give new problems; Use the same strategy