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- integrated within the lesson

- gathering information as the lesson is being taught so that modifications can be made to improve the quality or amount of learning

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focus on individual process that happens during learning.

- also called cognitive constructivism.

components include:

METACOGNITION

TRANSFER

CREATIVITY

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all learning is observable.

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http://www.ealta.eu.org/events/SIG_AWAP_Ankara2012/BurcuMurat_EALTA_SIG_Ankara2012.pdf

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the bi-directional interactions between a person, the environment and their behavior.

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assessment of ‘fluid’ abilities: those in a state of change, or varying in the way they are used and applied, rather than assessing ‘crystallized’ abilities, that represent an outcome of learning or acquisition

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Dynamic Assessment enables the assessment of cognitive processes:

1.ongoing tactics,

2.strategies

3.habits

4.modes of thinking (approaching, defining, and solving problems).

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*pre - test - to assess prior knowledge

* mediated learning (learning with intervention)

* post -test

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- learn by observing others

- learning = internal process

- triadic reciprocity

- self-regulation increases with age

- influenced by what happens to self and what is observed happening to others

- modeling/imitation (not just how to do, but also how to think about a task)

- self-efficacy (goals, effort & persistence, learning & achievement)

- self-regulation (setting goals and self-monitoring for achievement)

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- define the problem

- verbal reasoning

- argument analysis

- probabilistic reasoning

- hypothesis testing

- embed within authentic activities

- teach Ss how to evaluate accuracy of info

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- convergent thinking

- divergent thinking

- promote mastery

- ask thought provoking questions

- give students freedom to take risks

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- transferring knowledge to unanswered questions or troubling situations

- well defined vs. ill defined problems

- heuristics = general problem solving strategies

- high levels of metacognition needed

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- positive transfer

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- how effectively can knowledge/skills be used in later situations?

- positive transfer (facilitates learning)

- negative transfer (interferes with learning)

- principles & theories, more than facts

- give chances to apply classroom skills to real world situations

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- students need to be explicitly taught effective strategies (different strategies for different tasks)

- overt strategies (taking notes, summarizing)

- covert strategies (identify important info, regular monitoring of learning)

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- mnemonics

- break complex skills into smaller steps to avoid cognitive overload

- activate prior knowledge - connect old to new info

- automaticity

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1. Sensory register (input) uncoded, short term

2. Working memory (short-term) limited, brief, cognitive load

3. Long-term memory - interconnected, infinite space,

encoding & retrieval (working <--> long-term)

- elaboration

- organization

-

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- provide cognitive tools

- encourage Ss to talk through complex tasks

- provide scaffolding to support, gradually withdraw

- small group work

- Have Ss perform common adult activities

- guided participation, apprenticeships

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- Adults share knowledge and meaning

- language and symbols are important

- cognitive tools to complete tasks

- self-talk to guide through procedures on way to internalization

- more difficult tasks can be done with adult assistance

- find ZPD for tasks, not too easy or too hard

- pretend play also important

- funds of knowledge

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- use as a rough guide

- ask children to explain reasoning

- relate abstract ideas to concrete ideas

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- abstract thinking

- formulating hypotheses

- control of variables

- idealism

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- differing perspectives

- class inclusion

- concervation

- concrete reasoning

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- expansion of language

- pretend play

- some logical thinking

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- trial & error

- can only think about things directly in front of them

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- children actively construct knowledge

- knowledge organized into schemes

- assimilation & accommodation

- social & environmental interactions necessary

- equilibrium --> disequilibrium --> equilibrium

- 4 stages of development