complex cognitive processes
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Complex Cognitive Processes. Magdalena Mulvihill. The problem Solving model. Represent the problem. Select a strategy. Identify the problem. Implement the strategy. Evaluate the results. Well defined problem. - PowerPoint PPT PresentationTRANSCRIPT
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Complex Cognitive ProcessesMagdalena Mulvihill
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The problem Solving model
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Implement the strategy
Identify the problem
Represent the problem Select
a strategy
Evaluate the results
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Well defined problem
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A problem that has only one
correct solution to a certain method of finding it.
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But…Even though some teachers claim that they explain the problem well some students think different
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Ill defined
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A problem that has more than one
acceptable solution, an ambiguous goal,
and no generally agreed upon strategy
for reaching a solution
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=62+2+2=6
$2.00 per cookie or
per pound ?
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Algorithm
A specific set of
steps for solving a problem
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heuristics
GENERALY, WIDELY APPLICABLE
PROBLEM SOLVING STRATEGIES
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THERE IS A
DIFFERENCE IN
PROBLEM SOLVING ABILITY
BETWEEN EXPERTS
AND NOVICES
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BECAUSE EXPERTS
ARE INDIVIDUALS…
…WHO ARE HIGHLY SKILLED OR
KNOWLEDGEABLE IN A GIVEN DOMAIN
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THERE EXIST FOUR IMPORTANT DIFFERENCES
BETWEEN NOVICES AND EXPERTS
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When REPRESENTING PROBLEMS
EXPERTSSEARCH FOR CONTEXT AND RELATIONSHIP IN PROBLEMS
NOVICESSEE PROBLEMS IN ISOLATED PIECES
1
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PROBLEM-SOLVING EFFICIENCY
EXPERTSSOLVE PROBLEMS RAPIDLY AND POSSES MUCH KNOWLEDGE THAT IS AUTHOMATIC
NOVICESSOLVE PROBLEMS SLOWLY AND FOCUS ON MECANICS
2
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When PLANNING FOR PROBLEM SOLVING
EXPERTSPLAN CAREFULLY BEFORE ATTEMPTING SOLUTIONS
TO UNFAMILIAR PROBLEMSNOVICES
PLAN BRIEFLY WHEN ATTEMPTING SOLUTIONS TO UNFAMILIAR PROBLEMS;
QUICKLY ADOPT AND TRY SOLUTIONS
3
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When MONITORING PROBLEM SOLVING
EXPERTSDEMONSTRATE WELL-DEVELOPED METACOGNITIVE
ABILITIES; ABANDON INEFICIENT STRATEGIESNOVICES
DEMONSTRATE LIMITED METACOGNITION; PERSEVERE WITH UNPRODUCTIVE STRATEGIES
4
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STEPSIN HELPING LEARNERSBECOME BETTER
PROBLEM SOLVERS
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PRESENTATION OF PROBLEMS
1.
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PRESESNTATION OF PROBLEM IS IMPORTANT BECAUSE IT ENCOURAGES LEARNERS TO CONCEPTUALIZE IT IN FAMILIAR TERM
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1. START IN MININGFULL TERMS2. RELATE IT TO A FAMILIAR PROBLEM 3. PROVIDE EXAMPLES IN A REAL-WORLD CONTEXT PROMOTING MININGFULL LEARNING 4. REPRESENT IT VISUALY
WHEN PRESENTING REMEMBER TO
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SOCIAL INTERACTION2.
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When presenting real world problems promote high levels of interaction to actively engage students in analyzing
problem situations
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3.
SCAFOLDING METHODS
- Modeling- Thinking aloud- Questioning- Adapting instructional materials
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EFECTIVE STRATEGIES
• NOTE TAKING• MAPPING• USING TEXT SIGNALS• SUMMARIZING• ELABORATIVE QUESTIONING
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TRANSFER OF
KNOWLEDGE
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GENERAL TRANSFERTHE ABILITY TO APPLY KNOWLEDGE OR SKILLS LEARNED IN ONE CONTEXT IN A VARIETY OF DIFFERENT CONTEXTS
SPECIFIC TRANSFERTHE ABILITY TO APPLY INFORMATIONIN A CONTEXT SIMILARTO THE ONE IN WHICHIT WAS ORIGINALLY LEARNED
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FACTORS AFFECTING LEARNING
SITUATIONS
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1. SIMILARITY BETWEEN LEARNING SITUATIONS
2. DEPTH OF LEARNERS’ ORIGINAL UNDERSTANDING
3. QUALITY AND VARIETY OF EXAMPLES AND OTHER LEARNING EXPERIENCES4. LEARNING CONTEXT5. EMPHASIS ON METACOGNITION
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THE END ∏ ∏
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