1. Complex Cognitive Processes Woolfolk, Cluster 8
Overview
Learning and Teaching about Concepts
Problem Solving
Teaching for Positive Transfer

2. Concepts
categories of similar ideas, events, objects, or people-grouped on the basis of similar commonalities
abstraction that does not exist in the real world
ways to organize information into manageable units
we connect concepts to our schematic knowledge
Example: A Bird. Concept helps us organize the amounts of information. There are many different kinds of birds but we can categorize them into many groups to understand the diversity of birds.
Key Terms:
Defining Attributes- distinctive features shared by members of a category. Bird-all have feathers
Prototype- best representative of a group- Bird- Blue Jay
Exemplars- specific example or memory of a given category that is used to classify an item. You have a pool in your backyard-you compare all other pools to yours
Most of the time, prototypes are built from experiences with many exemplars and over time creating prototypes.

3. Strategies for Teaching Concepts
Concept Attainment Model
See Table 21.1, p. 269
Discovery
Exposition
Concept Attainment
Lesson Components-
-name of the concept
-definition of the concept
-examples and non-examples (to set the boundaries)
-relevant and irrelevant attributes
Lesson Structure
-present examples and non-examples before discussion of attributes and/or definitions
-use a variety of examples to avoid under/overgeneralization
undergeneralization-exclusion of a true member of a category/limiting category
overgeneralization-inclusion of nonmembers in a
category/overextending a concept
-Concept Mapping

4. Teaching Concepts through Discovery
structure is the essential information underlying what is being studied
students must actively identify the principles for themselves—not just accept book/teacher’ explanations
inductive reasoning
give students a chance to develop their intuitive thinking
Teaching Concepts through Exposition
meaningful verbal learning vs. rote learning
teachers present information in an organizational way, materials delivered most efficiently
learning should progress deductively—general to specific
advanced organizers
comparative organizers activate already existing schemas
expository organizers provide new information that students will need for future understanding
Steps: 1) present advanced organizer 2) present basic similarities and differences, using specific examples

5. Problem Solving-creating new solutions for problems
problem-any situation in which you are trying to reach some goal and must find a means to do so
general problem solving strategy IDEAL
Identify problems and opportunities
Define goals and represent the problem
Explore possible strategies
Anticipate outcomes and Act
Look back and Learn
Defining…
1)focusing attention )understanding the words
3)understanding the whole problem 4) translation and schema
5) results of problem representation
Exploring possible solutions
Schema-Driven-recognizing a problem as a “disguised” version of an old problem for which you already know the solution
Algorithms-step-by-step prescription for solving a problem
Heuristics-general strategies that might lead to the right answer
Means-End Analysis
Working backward Strategy
Analogical Thinking
Distance Reduction

6. Factors that Hinder Problem Solving
Functional fixedness-the inability to consider unconventional uses for materials that have a specific function
Response sets- tendency to respond in the most familiar way
Lack of flexibility
Effective Problem Solvers
large storage of domain knowledge
quickly recognize patterns
background knowledge that is elaborated and well practiced and
can be used to organize information for easier learning and retrieval
condition-action schemas
elaborated and well practiced knowledge
spend time analyzing
planning and monitoring

7. How Can You Create Expert Students?
Expert Students are:
cognitively engaged
focus attention and effort
monitor understanding
process information deeply
Expert Students Possess:
several different learning strategies and tactics
conditional knowledge of when to use various strategies
when to use
where to use
why to use
desire to employ learning strategies
may need direct instruction in schematic knowledge: how
to identify main ideas

8. Learning Strategies and Tactics
deciding what is important
creating summaries
underlining and highlighting
taking notes
Examples of Learning Tactics-Table 23.1, p. 291
Visual Tools for Organizing
Maps and charts
Concept Maps
Timelines
Reading Strategies
READS
PQ4R
CAPS
KWL

9. READS PQ4R CAPS KWL Review headings and subheadings
Examine bold face print
ASK, “What do I expect to learn?
DO IT—Read!
Summarize in your own words
Preview
Question
Read
Reflect
Recite
Review
Who are the Characters in the story?
What is the Aim of the story?
What Problem happens?
How is the problem Solved?
-What do I already Know?
-What do I Want to know?
At the end-what have I Learned?

10. Transfer of Learning
Low Road: spontaneous and automatic transfer of highly practiced skills with little need for reflective thinking
High Road: conscious application of abstract knowledge in one situation to another
Forward-reaching: looking forward to applying the knowledge
Backward-reaching: looking back to other problems to solve a current one
Specific transfer- when knowledge is applied to a very similar situation
General transfer- when knowledge is applied to a dissimilar situation
Stages of Transfer
Acquisition Phase: Teach new strategy and how to use it
Retention Phase: Practice a strategy: Give feedback
Transfer Phase: give new problem: Use the same strategy