Transfer and Metacognition Reciprocal teaching- instruction and practice, provision, social setting that enables joint negotiation for understanding o Students and teacher take turns leaning group to discuss strategies for understanding and remembering Procedural facilitation- prompts learners to adopt to metacognitive activities embedded in subject strategies Alan Schoenfield- taught mathematical problem solving to college students o Modeling, coaching scaffolding o As teacher fades out, students ask self-regulatory questions to themselves Emphasis on metacognition engages students as active participants in learning and evaluating own progress toward understanding Learning as a Transfer from Previous Experiences learning involves transfer from previous “all experiences” Students may have previous relevant knowledge that is not yet activated Students may misinterpret new information because of previous knowledge Students may have difficulty with particular school teaching practices that conflict with community practices Box 3.8 Everyday and Formal Math used math in a way that was basic to her operation of Fasheh’s mother understanding: order, pattern, relations, measurement Mistakes in her math entailed practical consequences, unlike mistakes in math Fasheh’s Building on Existing Knowledge p.69 It is important to consider what existing knowledge the student carries with them from everyday life that can be used to learn abstract ideas such as arithmetic. By tapping into the existing knowledge of the student, the teacher can aid the student in a more coherent and thorough understanding of [the lessons] than if they “acquir[ing] taught them as isolated abstractions.” Understanding Conceptual Change While learning involves transferring prior knowledge, this prior knowledge can make it difficult to learn new information. Confusion aids the student in identifying the incongruence between their existing knowledge and the new information. A problem arises when students use prior knowledge to formulate their own understanding of the new information in an erroneous way and recognize the misunderstanding. don’t Examples: Chapter 1 Fish is Fish and the Spherical Flat Earth Kym interpretations of the new information are much different that Bulletin: “Children’s what adults intend.”
Transfer and Metacognition Reciprocal teaching- instruction and practice, provision, social setting that enables joint negotiation for understanding o Students and teacher take turns leaning group to discuss strategies for understanding and remembering Procedural facilitation- prompts learners to adopt to metacognitive activities embedded in subject strategies Alan Schoenfield- taught mathematical problem solving to college students o Modeling, coaching scaffolding o As teacher fades out, students ask self-regulatory questions to themselves Emphasis on metacognition engages students as active participants in learning and evaluating own progress toward understanding Learning as a Transfer from Previous Experiences “all learning involves transfer from previous experiences” Students may have previous relevant knowledge that is not yet activated Students may misinterpret new information because of previous knowledge Students may have difficulty with particular school teaching practices that conflict with community practices Box 3.8 Everyday and Formal Math Fasheh’s mother used math in a way that was basic to her operation of understanding: order, pattern, relations, measurement Mistakes in her math entailed practical consequences, unlike mistakes in Fasheh’s math Building on Existing Knowledge p.69 It is important to consider what existing knowledge the student carries with them from everyday life that can be used to learn abstract ideas such as arithmetic. By tapping into the existing knowledge of the student, the teacher can aid the student in “acquir[ing] a more coherent and thorough understanding of [the lessons] than if they taught them as isolated abstractions.” Understanding Conceptual Change While learning involves transferring prior knowledge, this prior knowledge can make it difficult to learn new information. Confusion aids the student in identifying the incongruence between their existing knowledge and the new information. A problem arises when students use prior knowledge to formulate their own understanding of the new information in an erroneous way and don’t recognize the misunderstanding. Examples: Chapter 1 Fish is Fish and the Spherical Flat Earth Kym Bulletin: “Children’s interpretations of the new information are much different that what adults intend.”