Mindfulness

Reflecting on ones thoughts

Analyzing ones thinking

Essential for self-regulation

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Verbal information

Intellectual Skills

-discrimination

-concepts

-rules

Cognitive Strategies

Motor Skills

Attitudes

Capacity: large, perhaps unlimited

Duration: short, about 1-3 seconds

Selective attention moves information on for more processing

Working Memory

(Short Term Memory)

Mental Workspace- separate for visual and verbal

Capacity: limited 5-9 unrelated items or "chunks"

Duration: Limited, about 5-20 seconds

Capacity: unlimited

Duration: permanent

Types of LTM: Declarative & Procedural

When you begin the instruction with the main point and show exampels after you have provided the big point.

Activating existing knowledge.

when you show examples (after the objective is given), then let students infer or discover the big point.

Best when current schema needs shaking up or a new schema needs to be built. 

Cognitive Stage

Associative Stage

Autonomous Stage

Initially declarative representation is applied

Heavy demand on working memory

"Interpretive" procedures that use general strategies to apply declarative knowledge

Errors detected & corrected

Procedures form after repeated experiences using the declarative knowledge. 

Eventually the procedures no longer require use of the declarative knowledge.

Tuning Productions

Learn from examples of applications

Generalization- production applies more broadly

Discrimination- rules become more specific 

Attention

Retention

Production

Motivation and Reinforcement

Need for competence

Need for autonomy

Need for relatedness

Everyone needs to feel autonomous (engage in activities becasue they choose to, not because they are coerced)

Intrinsic motivation

Everyone needs to feel socially supported and connected

Satisfaction of the need for relatedness is important because it makes intrinsic motivation more likely, it enhances student engagement and wellbeing, and it helps create a caring classroom climate

Refers to doing an activity for the inherent satisfaction of the activity itself

The focus is personal enjoyment resulting from performing the activity

The performance of an activity in order to attain some separable outcome

There is a lot of variation in the types of extrinsic motivations

The goal is the pursuit of extrinsic rewards or avoidance of punishment

To earn rewards or avoid punishments is an extrinsic reward/punishment goal

Individuals begin buying into the goals and values of others -- not true internalization

To confirm one's sense of competence through normative task performance

Fully internalized goals and values that were formerly external and are now part of the indicidual's identity

(engagement is high level and learning is positive)

the motivational concept representing such beliefs (beliefs about whether they can successfully complete different tasks)

The belief that you are capable of carrying out a specific task or of reaching a specific goal

Students find school of littel intinsic interest

Differ according to who they try to please

Work only as hard as needed

Use shallow rather than deep strategies

Hinder their personal growth

Define the problem

Generate possible solutions

Evaluate the potential solutions

Pick best solution

Plan implementation

Asses the effectiveness of the plan

forming instructional groups

planning instruction, where to start

norm or criterion-referenced, but criterion probably better

monitoring student progress

not for grade

used to guide instructional decisions

criterion-referenced

identifying specific causes of learning problems

used for planning remediation

criterion-referenced

Judging the quality of final instructional outcomes

-Student performance (grades)

-Teaching/instruction

-The curriculum

Either norm or criterion-referenced

the extent to which test results are consistent

the results (measurements) are never perfectly reliable

the score we observe is only partially consistent

consistent when the test is repeated

The extent to which test results are useful for their intended purpose

to feel confident that a test's results are useful for our purpose we need evidence

Content, Criterion-Related, Construct

Measuring what they are supposed to measure

the consistent/reliable part of performance

includes consistent mistakes

the random/inconsistent part of performance

not just wrong answers

the average differences of scores from the mean

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scores indicating how the student performed in relation to the norm group

Derived from the raw score