CHAPTER 13 - LEARNER CENTERED INSTRUCTION: METACOGNITION & CONSTRUCTIVISM Flashcards
(20 cards)
This means thinking about your own thinking and about how you process information effectively.
metacognition
_____ learners have more knowledge in subject areas than _____ learners and “practice their knowledge”by seeking complex linkages and interrelationships between concepts.
expert
novice
this relies on a fair amount of abstract thinking, the skills engaged are often highly representational and organized
metacognition
a metacognitive strategy in which students generate and answer questions designed to facilitate information processing; also called self-interrogation
self-questioning
Cognitive structures which allow us to represent actions, people, places, events, etc.
Schemas
_____ learners jump right in when attempt to solve the problems; _____ learners first try to understand the problem, look for the boundaries of the problem and attempt to build a viable mental picture of all the problem entails.
novice
expert
Teachers can present divergent questions (or questions with a range of possible answers) for students to answer, or they can encourage the students to generate their own questions.
Self-questioning
A metacognitive strategy in which the teacher demonstrates a task ang guides students through the use of self-instruction and practice
Cognitive behavioral modification
Skill requiring students to hypothesize about content to be learned
Prediction
A metacognition strategy focusing on what they want to know, and what they did learn
KWL (know, want, learn) strategy
A metacognitive strategy encouraging students to predict, question, read, reflect, recite, and review material to be learned on their own
PQ4R method
A metacognitive strategy featuring student processing skills, i.e., exploration, action, and looking, to facilitate thinking and problem solving
IDEAL (identity, define, explore, act, and look)
A metacognitive strategy in which students reflect and identify cognitive strategies in written records
Journal writing
A metacognitive strategy in which students monitor their own processing of information
Self-regulation
A cognitive theory emphasizing learner interest in and accountability for their own learning which manifests in student self-questioning and discovery
Constructivism
A Piagetian term for changing or modifying cognitive schemes to encourage understanding of new information
Accomodation
Theoretical perspective which reflects the influence of nature and nurture on development and learning
Interactionist
Learner’s predicts based on their pre-existing, unconfirmed schemata that motivate them to seek answers
Disequilibrium or cognitive conflict
Entrusting students with their learning and allowing their interests to guide lessons
Student autonomy
A direct hands-on investigation which facilitates higher-order thinking skills
Cognitive exploration
