Cognitive Views of Learning-学习的认知视角 英文课件.ppt

* * * * * * * * * * * * * * Making It Meaningful Relating to previous knowledge Relating to students’ experiences Clarifying unfamiliar terms Give examples, illustrations, analogies from students’ view Use humor, emotion, novelty Procedural Conditional Knowledge Automated basic skills Cognitive Associative Autonomous Prerequisite knowledge Practice with feedback Leads to condition-action rules (productions) Domain-specific strategies Learning Outside School Encouraging family and community support See Family and Community Partnerships, Woolfolk, p. 270 Reflection Questions Contrast cognitive and behavioral views of learning. What is learned? What is the role of reinforcement? How does knowledge affect learning? Compare declarative, procedural, and conditional knowledge. Give two explanations for perception. How is information retained in working memory? Reflection Questions How is information represented in long-term memory? What role do schemas play? What learning processes improve long-term memory? Why do we forget? What are the three metacognitive skills? Describe some individual differences in metacognition. Reflection Questions How can using better metacognitive strategies improve children’s memories? Describe three ways to develop declarative knowledge. Describe some procedures for developing procedural knowledge. Summary The Cognitive Perspective Information Processing Metacognition Becoming Knowledgeable End Chapter 7 * * * * * * * * * * * * * * * * * * * * * * * * Cognitive Views of Learning Overview The Cognitive Perspective Information Processing Metacognition Becoming Knowledgeable Concept Map for Chapter 7 Information Processing Model Becoming Knowledgeable Metacognition, Regulation, Individual Differences Elements of the Cognitive Perspective Cognitive Views Of Learning Comparing Perspectives The Cognitive Perspective Kinds of Knowledge General Domain specific Declarative Procedural Conditional or structural Ty