Overview

1. Thinking and Understanding Concept Learning Problem Solving Becoming an Expert Student Teaching & Learning About Thinking Teaching for Transfer Overview

2. Importance of Thinking andUnderstanding Gardner�s Definition Understanding is more than memorizing Understanding involves appropriately transforming and using knowledge, skills, and ideas

3. Concept Learning Concepts are categories of similar ideas, events, objects, people, etc. Concepts are abstractions. Concepts are ways to organize information.

4. Concept Learning Terms Defining attribute Prototype: representative member of the concept Graded membership Exemplars Concepts and schemas

5. Teaching Concepts: the Components Examples & non-examples Relevant & irrelevant attributes Name of the concept Definition of the concept general category defining attributes Visual aids

6. Concept Attainment Lesson Structure Phase 1: Presentation of Data & Identification of Concept Present labeled examples Students compare negative and positive examples Students generate and test hypotheses Students state a definition

7. Concept Attainment Lesson Structure Phase 2: Testing Attainment of the Concept Students identify additional unlabeled examples as �yes� or �no� Teacher confirms hypothesis, names concept, restates definition Students generate examples

8. Concept Attainment Lesson Structure Phase 3: Analysis of Thinking Strategies Students describe their thoughts Students discuss role of hypothesis and attributes Students discuss type and number of hypotheses

9. Concept Attainment Lesson Structure

10. Problem Solving

11. Problem Solving General or Domain-Specific? A Problem Solving Strategy: Identify the problem Define and represent the problem Explore possible strategies Act on the strategies Look back, evaluate the effects of your strategies

12. Identifying the Problem Identifying the problem: Slow elevators or bored riders? The �Problem� is an Opportunity! Consider alternate perspectives

13. Defining the Problem Focusing attention Representing the problem Irrelevant details Linguistic comprehension Understanding the whole problem

14. Exploring Possible Solutions Algorithms step-by-step prescription Heuristics mans-ends analysis working backwards analogical thinking verbalization trial & error

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

16. Factors that Hinder Problem Solving Functional fixedness Response sets Lack of flexibility

17. Effective Problem Solvers Expert knowledge elaborated well practiced Meaningful pattern recognition Work efficiently with few errors Think at a deeper level Superior short- and long-term memories Take time to analyze the problem

18. Becoming an Expert Student

19. Expert Students Possess: Several learning strategies and tactics Conditional knowledge for various strategies when where why Desire to employ learning strategies Schematic knowledge: how to identify main ideas

20. Learning Strategies Underlining & high lighting Taking notes Graphic organizers Venn diagrams Tree diagrams PQ4R

21. PQ4R Preview Question Read Reflect Recite Review

22. Teaching & Learning About Thinking Stand-alone programs Teach thinking skills in every class Model good thinking skills Practice thinking skills through interaction Use direct instruction to teach thinking Use questions to develop critical thinking

23. Transfer of Learning Low road & high road Forward-reaching Backward-reaching Overlearning

24. Encouraging Transfer Make Learning Meaningful Practical applications: real life problem solving Context Teach critical thinking skills Teach self-regulation skills

26. Summary Thinking and Understanding Concept Learning Problem Solving Becoming an Expert Student Teaching & Learning About Thinking Teaching for Transfer

27. End Chapter 8