Metaphor

Metaphor:  a thing regarded as representative or symbolic of something else, especially something abstract.

Examples of dead metaphors include: “raining cats and dogs,” “throw the baby out with the bathwater,” and “heart of gold.” 

a comparison between two things, typically for the purpose of explanation or clarification.

An analogy is saying something is like something else to make some sort of explanatory point. For example, “Life is like a box of chocolates—you never know what you're gonna get.”

Superordinate

A hierarchical model of concept classification, as we've just said, means that you can be very general or very specific when you are classifying something. Think of the hierarchy as a pyramid. The more general classifications are at the base, and the more specific classifications are at the top. At the base of the pyramid are superordinate concepts, which are the most general way to classify something. It is at the base because there are a lot of things that can fall under a superordinate concept.

There are three levels of understanding in reading comprehension: literal meaning, inferential meaning, and evaluative meaning.

Literal meaning is simply what the text says. It is what actually happens in the story. This is a very important level of understanding because it provides the foundation for more advanced comprehension. Without understanding the material on this level, you could not go any farther.

Learning to predict: Exposure to temporal sequences facilitates prediction of future events.  relating to practical matters or physical things   rather than spiritual ones

EFFECTIVE INSTRUCTIONAL DELIVERY.

Instructional delivery refers to a teacher's use of a variety of research-based instructional strategies relevant to the content area to engage students in active learning, promote key skills, and meet individual learning needs.

·       Have an Objective

·       Model Your Expectations

·       Actively Engage Students

·       Be Mobile

·       Compliment Positive Behavior and Hard Work

Cognitive learning is a style of learning that focuses on more effective use of the brain. To understand the process of cognitive learning, it’s important to know the meaning of cognition. Cognition is the mental process of gaining knowledge and understanding through the senses, experience and thought.

What is verbal association learning?

Verbal associative learning is conventionally

studied by asking a person to learn

lists of word pairs. The task requirement is the acquisition of relational information, in contrast to item or nonassociative learning where relational information is not relevant to the task.

COGNITIVE LEARNING HELPS YOUR CHILD BY:

Finding the most effective way for him or her to learn—whether your child is a visual learner, auditory learner, or otherwise.       

Helping your child retain and apply new concepts successfully.

Teaching your child how to take a “big picture” approach to learning to understand how smaller thoughts fit into larger ideas

Examples of cognitive learning strategies include:

·       Asking students to reflect on their experience.

·       Helping students find new solutions to problems.

·       Encouraging discussions about what is being taught.

·       Helping students explore and understand how ideas are connected.

·       Asking students to justify and explain their thinking.

Interdisciplinary Themes Connect

Interdisciplinary approach. Interdisciplinary, or relating

to more than one area of knowledge, connections are

encouraged as the most recent best-practices in

early childhood education. There are many different

types of learners. To help meet the needs of each learner,

you should use a variety of instructional techniques that

combine different areas of development.

§  Utilize academic language and define the meaning of key words within and between the disciplines

§  Engage students in open-ended questioning and thinking activities

§  Encourage students to ask questions for curiosity and clarification

§  Build on elaboration skills – extend, add-to, create, modify

§  Value student autonomy and independent thinking

§  Utilize analogies and metaphors

§  Require students to explain, validate, justify, prove, and substantiate their connections

Higher-order questions are those that the students cannot answer just by simple recollection or by reading the information “verbatim” from the text. Higher-order questions put advanced cognitive demand on students. They encourage students to think beyond literal questions.

What are examples of high order questions?

What can you infer _________? What can you point out about _________?

What evidence in the text can you find that _________?

What explanation do you have for _________?

Here are a few examples of open-ended questions that can help stimulate mathematical thinking:

·       How can you use the pattern to help you come up with the answer?

·       What is the same about these two objects?

·       How are these two equations different?

·       How would you group the following shapes?

·       What might happen if you switched the order of the digits?

·       What happens when you double the length of one side?

·       How would you extend the pattern?

Temporal precedence.

Covariation of the Cause and Effect

No Plausible Alternative Explanations