Study Guide

for

Unit 2

NOTE: This unit is based on both the text chapters and two readings from the packet.

Be sure to read all three sources.

For Practice Excersices, click here

Chapter 14: Metacognition, Study strategies and Self-regulated learning

Be able to identify examples of metacognition in action.

Be able to describe different study strategies that are derived from the research literature on academic learning (pages 324-334)

What is the evidence for the development of metacognition in children? How does it seem to proceed?

What is strategic learning and self-regulation of learning? What are its components and how is it demonstrated?

Why doesn’t everyone use strategies, if they’re so helpful?

What can you do to help your learners become more effective at using strategies?

Chapter 15 and Perkins and Salomon: Transfer (using prior knowledge in new situations)

Types of transfer (positive/negative, vertical/lateral, near/far, high/low road)

recognize examples

Factors that affect the ease of transfer

be able to use these factors in designing instruction

Theories about how transfer occurs

For the early theories, just know the general principle, but for information

processing and situated learning, be able to connect them to cognitive theory

Perkins and Salomon analysis of the mechanisms underlying transfer (perceptual vs

conceptual similarity, automatic triggering vs mindful abstraction)

Be able to recognize examples and use the principles in designing

instruction

Instructional strategies that would encourage transfer

Be able to recognize examples and use the principles in designing

instruction

Perkins reading: Constructivism

What is the basic message that constructivists make about learning? How does it differ from cognitive theory and how is it like cognitive theory?

Be able to describe the differences between the active learner, the social learner and the creative learner and the implications for learning.

How do constructivists propose to deal with teaching the different types of knowledge Perkins describes?

Chapter 16: Group learning (interactive teaching methods and their benefits)

For all the instructional methods described in chapter 16, be able to describe

the method in general terms and how well they work.

Suggestions for making methods effective

Be able to use those principles, when given, to make recommendations

about instructional design.

Be able to explain the general advantages of interactive teaching methods.

Chapter 7: Social Learning Theory

Social learning theory paradigms (Bandura and Svinicki)

How do reinforcement and punishment affect the probability of modeling?

What cognitive factors affect modeling?

How do you use modeling for classroom management?

inhibition, disinhibition, response facilitation, arousal,

observational learning (examples)

What makes a model effective?

How do you use modeling to teach new behaviors? Examples?

attention, retention, production and motivation

What role does self-efficacy play in social learning theory?

How would you help improve a student’s self-efficacy?

What skills are required for a learner to be a self-regulator?

What role can social learning theory play in educational settings?

How would you use social learning to change behavior?