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| General rules to fit in everything we see and know. Such as chair. You can sit on it. Four legs. Rugleuning. |
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1)define the concept
2)clarify, what can't it go without.
3)Give examples
4)Provide additional examples (or nonex) |
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| Soort mindmap waarin de concept steps staan uitgewerkt. |
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| Making a rule to see if it fits the concept. |
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| Manipulating and transforming information in memory |
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High level thinking, manage goal-directed behavior and self-control.
(1self-control/inhibition 2 working memory 3 flexibility) |
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| Logical thinking to reach a conclusion |
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Specific to general.
Uses of analogy. Connecting two things that are normally not together. Beethoven is to music what Picasso is to ... (art). |
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| From a general idea to specific. If you assume things are true, you can apply them on new things. |
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| Thinking reflectively & productively and evaluating the evidence. |
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| Being alert, mentally present in the moment. |
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| Evaluating alternatives and choosing one option. |
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Problems with decision making
1. Conformation bias. |
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| When you think something works, only look at that option without looking at the problem from another perspective. |
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Problems with decision making
2. Belief perseverance |
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| Ergens in geloven tegen beter weten in. Example someone sick will get better. |
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Problems with decision making
3. Overconfidence bias |
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| More confidence in judgement and decisions than we should have. |
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Problems with decision making
4. Hindsight bias |
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Definition
| Falsely report our own estimation over things that have happened. |
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| A theory how adolescents make decisions. Influenced by analytical & experiential. (What we think will happen & based on earlier experiences) |
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| Ability to think in a novel and unusual way |
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| Aim where only 1 answer is correct. |
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| Produces more than 1 answer. This leads to creativity. |
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Problem solving
(Bransford & Stern, 1993) |
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1 Find and frame problems
2 develop problem-solving strategies
3 evaluate solutions
4 rethink and redefine solutions over time |
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| Setting goals between now and the main goal. Working backwards is helpful. |
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| Using a rule to solve a problem |
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| Using a general rule, that usually works, but doesn't guarantee succes. |
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| Analyse the goal and where you are now. Try to bring the two closer together. |
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| Not looking at the problem with a fresh new look. Getting stuck on one, not working, solution. |
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| Use what worked in the past, without looking at the current problem. |
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| Emphasize authentic daily life problems |
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| Real, meaningful problems and creating tangible products (something you can touch) |
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| Applying information previously learned to a new situation (What education is meant to do) |
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| Near transfer vs. far transfer |
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| Applying information previously learned to a problem similar or very different than the original. |
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| Low road transfer vs. High road transfer |
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| When little thinking is needed to apply the new situation vs. When conscious thinking is needed to apply the information. |
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Forward-reaching transfer vs.
Backward-reaching transfer |
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Definition
Thinking how the learned could apply to the new situation is the future. VS
Look back to precious learned situation in the past to solve a current problem. |
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| Social constructivist learning approach |
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| Emphasizes the social context of learning. Experiences in social context are important. |
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| The idea that thinking is located in social and physical contexts, not within an individual's mind. |
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| Changing the level of support to the students and their teaching level. |
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| Cognitive apprenticeships |
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| Teachers or more-skilled peers support a novice's understanding. |
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Expert helps novice.
cross-age per tutoring
same-age peer tutoring |
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| smal groups, help each other, individual still has responsibility. |
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| Proposed changes in students performance |
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Definition
1. Reflex
2. basic fundaments (basic movement)
3. perceptual ability (zintuigen)
4. physical ability (general ability)
5. skilled movement (complex)
6. nondiscursive behavior (communicatie) |
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Definition
Recieving (being aware of environment)
Responding (motivitated to learn)
Valuing (becomming commited to a skill)
Organizing (giving value to existing sets of skills)
Value caracteristics (accordance of the value given to a skill) |
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| Factual to (meta)cognition |
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Definition
Factual --> basic principles
Conceptual --> interrelations between elements
Procedural --> how to, criteria to use skill
Meta cognitive --> aware of all steps. |
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| Teacher based, focused on academic activity, maximizing learning time |
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| Expository advance organizers |
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| Giving students new information on what they are about to learn. Presenting the theme and saying why it is important to learn. |
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| Comparative advance oranizers |
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| Compare the new topic to what the students already know. |
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| Learning one topic thoroughly before moving on to the next, more difficult. |
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| Essential question learning |
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| at the heart of curriculum, provoke curiosity and motivation. |
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| Discovery learning or guided |
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Definition
| Let children discover and learn on their own. |
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Definition
| Using stimuli to change behavior. Compliments, recognition enz. |
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Humanistic perspective
Motivation |
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| Capacity for personal growth, choosing destiny. |
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Cognitive perspective
Motivation |
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Definition
| Giving students more responsibility for controlling achievements |
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| Maslow's Hyrachy of needs |
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Definition
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Competence motivation
R.W. White |
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Definition
| People are motivated to deal effectively with their environment, master their world and process information efficiently. |
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external motivation
doing something to obtain something else |
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Internal motivation
Doing something because you want to, for your own sake. |
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| How interesting the circumstances are, example the teacher. |
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| Individuals want to discover underlying causes of their own behavior and performance. Especially when something didn't work. |
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1 locus (internal or external)
2 stability (will the cause change)
3 control-ability (can an individual change the cause) |
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Task oriented
concentrate on learning strategies
process is important not the outcome |
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feel trapped by difficulty
feel their lack of ability
anxious |
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| qualities can improve by effort |
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| one can master a situation and produce positive outcomes |
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| not taking a immediate reward to obtain a bigger/more valued reward in the future. This relates to long term goals. |
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| The desire and needs that you learn in the social world (friends, relationships) |
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Low expectations and giving up instantly.
People avoid faillure. Sometimes by non-performance. |
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