05:300:306 Chapter Notes - Chapter 7: Divergent Thinking, Working Memory, Statistical Hypothesis Testing
31 Jan 2017
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Chapter 7 complex cognitive processes: metacognition, self-explanation: students test their comprehension of material by explaining their understandings of a concept, reasoning and argumentation (the process of taking a position, providing reasons for the position, and presenting counterarguments) Teachers can promote higher quality discourse by asking students questions that vary in complexity. Successful discourse is coordinated among group members, with participants working together to construct knowledge rather than generating simple lists or arguments. One pair takes position # 1, the other position # 2. Meet with another pair who have the same position as you. Ensure that both pairs are ready to advocate for their position. Each pair should argue for their position and the group should come to an agreement about the issue. Come to a summary conclusion: problem solving, transfer. Engaging in behaviors that facilitate thinking and learning. Knowledge of when one should use those strategies. Greater metacognitive awareness = more likely to use effective strategies, have high achievement.
