The Cognitive P rocess Dimension

1. The Cognitive Process Dimension Presented by Group 3 Linda Grossi Patricia Maia Richard Marcocchi David Vasiliauskas Michael Zanfagna

2. The Cognitive Process Dimension The Taxonomy Table Cells of the table are where the knowledge and cognitive process dimension intersect. Objectives include Knowledge & Cognitive Process that can be classified in the Taxonomy Framework

3. Two Important Educational Goals • Promote retention • The ability to remember material at some later time in much the same way as it was presented • Retention requires students to remember what they have learned • Retention focuses on the past • Promote transfer • The ability to use what was learned to solve new problems, to answer new questions, or to facilitate learning new subject matter • Transfer requires students not only to remember but to make sense of and be able to use what they have learned • Transfer focuses on the future

4. The Tale of Three Learning Outcomes

5. Meaningful Learning as Constructing Knowledge Frameworks • Meaningful learning is learning as knowledge construction • Students make sense of they are learning • Active cognitive processing: paying attention to relevant incoming information, mentally organizing incoming information into coherent representation, and mentally integrating incoming information with existing knowledge • Instruction must go beyond the simple presentation of facts and assessment must go beyond simple recall or recognition • Creating learning objectives for transfer can be more challenging in formulating, teaching and assessing • The Framework is intended to help broaden the typical educational object to include those aimed at promoting transfer