Professional Documents
Culture Documents
of a category.
Exemplar a specific example
Lesson Structure
Undergeneralization exclusion
of nonmembers in a category.
Discovery Learning
Bruners approach, in which
Inductive Reasoning
Formulating general principles
based on knowledge of
examples and details.
Example: Suzy is a Doctor.
Intuitive Thinking
Making imaginative leaps to
correct perceptions or
workable solutions.
Guided Discovery
An adaptation of discovery
Advance Organizers
Purposes:
They direct your attention to what
is important in the coming
material;
They highlight relationships among
ideas that will be presented;
And they remind you relevant
information you already have.
Categories of Advance
Organizers
Comparative Organizers
Analogical Instruction
Teaching new concepts by
PROBLEM SOLVING
Problem
any situation in which you
are trying to reach some
goal and must find a means
to do so.
structed to ill-structed.
Problem Solving
formulating new answers,
General Problem-Solving
Strategy
Problem-Solving Strategies by
M.L. Gick
goal.
Heuristics General strategy used in attempting to
solve problems.
Means-ends Analysis Heuristic in which a goal is
divided into subgoals.
Working-backward Strategy Heuristic in which one
starts with the goal and moves backward to solve the
problem.
Analogical Thinking Heuristic in which one limits the
search for solutions that are similar to the one at hand.
Verbalization Putting your problem-solving and its
logic into words.
A Anticipate outcomes and Act.
L Look back and Learn.
Insight sudden
realization of a solution.
angles.
Make sure students have necessary
background information.
Make sure students understand the
problem.
Make accurate and useful representation.
Math: ensure linguistic comprehension,
use problem schemas.
Understand through
associations and analogies.
problem systematically.
Verbalize
Describe and compare.
Practice with worked-out
examples.
Watch for bugs in math.
Becoming an Expert
Student: Learning
Strategies and Study
Skills
Important Principles:
Students must be exposed to a number of
different strategies.
Students should be taught conditional
knowledge about when, where, and why to
use various strategies.
Students may know when and how to use
a strategy, but unless they also develop
the desire to employ these skills, general
learning will not be improved.
Students should receive direct instruction
in schematic knowledge.
Tactics
for
Learning
Verbal
Informati
on
Examples
1. Attention
Focusing
Making outlines,
underlining.
Looking for
headings and
topic sentences.
Use when?
2. Schema Building
Story grammars
With poor text structure, goal is
to encourage active
Theory schemas
comprehension
Networking and
mapping
3. Idea Elaboration
Self-questioning
To understand and remember
specific ideas
Imagery
Procedur
al
Informati
on
1. Pattern
Learning
Hypothesizing
Identifying
reasons for
actions
2. Self-instruction
Comparing own
performance to
expert model
3. Practice
Part practice
Whole practice
main subjects
examples of these
main ideas
that help you understand
them
unfamiliar vocabulary
and/or definitions
Taking Notes
Taking notes focuses attention during
class and helps encode information
so it has a chance of making it to
long-term memory.
There is some evidence that creating
graphic organizers such as map or
charts is more effective than
outlining.
Reading Strategies
W
L
Dimensions of Epistemological
Beliefs
Structure of Knowledge
Is knowledge in a field a simple set of facts
Speed of Learning
Can we gain knowledge quickly
Transfer
Influence of previously
Kinds of Transfer
LOW ROAD TRANSFER Automatic
Transfer of highly
practiced skill.
KEY : Extensive Practice
Backward Reaching
Transfer
You look back on
what you have
learned in other
situations to help you
in new one.
OVERLEARNING
Practicing a skill past the
point of mastery.
Gary Phye
He describes three stages
in developing strategic
transfer.