Cognitive Processes - Facilitating Learning.pptx

Cognitive Processes - Facilitating Learning

1. Constructivism: Knowledge Construction/ Concept Learning

2. Learning Outcomes explain the role of constructivism in facilitating learning. describe strategies that promote knowledge construction. describe strategies to facilitate concept learning.

3. “Teaching is not about filling up the pail; it is about lighting a fire.” -Williams Butler Yeats

4. Filling up the pail Lighting the fire It connotes that teaching is dominated by the teacher and the learners are passive receivers of knowledge. It signifies that teaching involves giving opportunities for learner to explore and discover.

5. Constructivism Constructivism is a view of learning based on the belief that knowledge isn't a thing that can be simply given by the teacher at the front of the room to students in their desks. Rather, knowledge is constructed by learners through an active, mental process of development; learners are the builders and creators of meaning and knowledge.

6. Two Views of Constructivism INDIVIDUAL CONSTRUCTIVISM SOCIAL CONSTRUCTIVISM This is also called cognitive constructivism. It emphasizes individual, internal construction of knowledge. It is largely based on Piaget's theory. Proponents of this type choose child-centered and discovery learning. They believe the learners should be allowed to discover principles through their own exploration rather than direct instruction by the teacher. This view emphasizes that "knowledge of existing in the social context and is initially shared with others instead of being represented solely in the mind of individual”. Hence, construction knowledge is shared by two or more people.

7. Characteristic of Constructivism LEARNERS’ CONSTRUCT UNDERSTANDING Constructivists do not view learners as just empty vessels waiting to be filled up. They see learners as active thinkers who interpret new information based on what they already know. They construct knowledge in a way that makes sense to them. NEW LEARNING DEPENDS ON CURRENT UNDERSTANDING Background information is very important. It is through the present views on scheme that the learner has that new information will be interpreted.

8. Characteristic of Constructivism LEARNING IS FACILITATED BY SCOCIAL INTERACTION Constructivists believe in creating a "community of learners" within classrooms Learning communities help learners take responsibility for their own learning. Learners have a lot of opportunities to cooperate and collaborate to solve problems and discover things. Teachers play the role of a facilitator rather than an expert who has all the knowledge MEANINGFUL LEARNING OCCURS WITHIN AUTHENTIC LEARNING TASKS An authentic tasks is one that involves a learning activity that construct knowledge and understanding when applied in the real world.

9. ORGANIZING KNOWLEDGE CONCEPTS . A concept is a way of grouping or categorizing objects or events in our mind. A concept of "teach" includes a group of tasks such as model, discuss, illustrate, explain, assist, etc. Concepts as Feature Lists Learning a concept involves learning specific features that characterize positive instance of the concept. Included here are defining features and correlational feature. A defining feature is a characteristic present in ALL instances. A correlational feature is one that is present in many positive instances but not essential for concept membership.

10. Concepts as Feature Lists A concept is a way of grouping or categorizing objects or events in our mind. A concept of "teach" includes a group of tasks such as model, discuss, illustrate, explain, assist, etc. In your life as a student you would learn thousands of concepts, some simple ones, others more complicated that may take you to learn them more gradually. The concepts you learn are also revised as you learn more and experience more.

11. Concepts as Prototypes A prototype is an idea or visual image of a typical example. It is usually formed based on the positive instances that learners encounter the most often.

12. Concepts as Exemplars Exemplars represent a variety of example. It allows to know that an example under a concept may have variability.

13. Making Concept-learning Effective Provide a clear definition of the concept Make a defining features very concrete and prominent Give a variety of positive instances Gove negative instances Cite a best example or a prototype Provide opportunity for learners to identify positive and negative instances Point out how concepts can be related to each other.

14. Applying Constructivism in Facilitating Aim to make learners understand a few key ideas in an in-depth manner, rather than taking up so many topics superficially. Give varied examples Provide opportunities for experimentation Provide lots of opportunities for quality interaction Have lots of hands-on activities Relate your topic to the real life situations Do not depend on the explanation method all time.

15. Module: 15 Transfer of Learning

16. Learning Outcomes explain how transfer of learning occurs identify the factors that affect transfer of learning Apply principles of transfer in facilitating transfer of learning

17. Transfer of Learning Happens when learning in one context or with one set of materials affects performance in another context or with other related materials.

18. Types of Transfer Positive Transfer Negative Transfer Near Transfer Far Transfer

19. Types of Transfer Positive Transfer Occurs when learning in one context improves performance in some other context.

20. Types of Transfer Negative Transfer Occurs when learning in one context impacts negatively on performance in another.

21. Types of Transfer Near Transfer Refers to a very similar contexts. Also known as specific transfer.

22. Types of Transfer Far Transfer Refers to a transfer between contexts that, on appearance, seem remote and alien to one another. Also known as general transfer

23. Conditions and Principles of Transfer

24. Conditions and Principles of Transfer

25. Module: 16 The Revised Bloom’s Taxonomy of Educational Objectives

26. Learning Outcomes formulate learning outcomes reflecting the different levels of the revised taxonomy Explore the use of technology apps in applying the revised taxonomy

27. In 1956, the Taxonomy of Educational Objectives: The Classification of Educational Goals Handbook 1: Cognitive Domain was published. Initially, the purpose was simply to have a framework to classify test questions that faculty members shared. Eventually, it became so relevant and useful in education. Since then, it has been used in planning the curriculum, planning, learning activities and assessment . Old Taxonomy

28. The taxonomy on the cognitive domain contains the levels from knowledge to evaluation . To facilitate learning, we begin teaching with facts, stating memorized rules, principles or definitions ( knowledge ), which must lead to understanding concepts, rules and principles (comprehension).

29. A proof of comprehension of concepts and principles is using them in real-life situations ( application ). For an in-depth understanding and mastery of these applied concepts, rules, and principles, these are broken down into parts ( analysis ) A still higher level of thinking is when students put together elements of what has been learned in a new way ( synthesis )

30. With a full grasp of what was learned, the students can now assess or judge, based on a set of standards, on what they have learned ( evaluation )

31. After 45 years since the publication of Bloom's taxonomy, Lorin Anderson (Bloom's former student) and David Krathwohl led a new group of experts to work together. The result was what is now called the revised taxonomy. Revised Taxonomy

32. Levels or categories of thinking in the old taxonomy were nouns, while in the revised taxonomy they are verbs. The use of action words instead nouns was done to highlight that thinking is an active process. While the revised taxonomy remains to be in hierarchical levels of increasing complexity, it is intended to be more flexible, in that it allows the categories to overlap. The knowledge level was changed to remember . The change was made because knowledge does not refer to a cognitive or thinking level.

33. Knowledge is the object of the thinking. Remember is a more appropriate for the first thinking level which involves recalling and retrieving knowledge 4. The comprehension level was changed to understand . Teachers are likely to use the word understand when referring to their work rather than comprehension. 5. Synthesis was changed to create and was placed as the highest level.