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Metacognition: "Thinking about thinking", it includes the beliefs students have about their own cognitive process and attempts to strategically control those processes to boost learning and memory.
Some learning strategies are, taking notes and writing summaries, and this is seen in students behaviors.
Determining important ideas and self-manage comprehension is something that takes place in the students head and in order to implement it in a classroom as a teacher one should promote metacognition  at the same time while teaching a subject. For example, providing guidance, and scaffolding in note taking, elaborative processing, and summarizing, and by having students use new strategies in small-group activities.

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Transfer: The extent to which knowledge and skills obtained in one situation affect a persons learning or performance in a subsequent situation.
There are two type of transfers: Positive and Negative
Positive Transfer: Prior learning helps learning or performance in another situation. Ex: A students fluency in Spanish helps her easily learn French, and her note taking in history class helps her performance in science class.
Negative Transfer: Existence knowledge or skills impede later learning. Ex: student transfers a principle related to whole numbers to a situation that does not apply: comparing decimals.
Instances of Transfer:
Specific Transfer: The original learning task and the transfer task overlap in content. ex: the student learning French should have an easy time learning.to count in French because the numbers are very similar to the Spanish ones she already knows.
General Transfer: Learning in one situation affects learning and performance in a somewhat dissimilar situation. ex: the students strategy of taking more notes in science because of her success with note taking in history. History and science aren't a subject that overlap, but a strategy learned in one class helps with learning in the other.

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7.3: Problem Solving and Creativity- Pt1

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7.3: Problem Solving and Creativity- Pt1

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Problem Solving: People use what they know to address a previously unanswered question or unpleasant situation.
Creativity: It involves new and original behavior that yields a product appropriate for, and in some way valued in, one's culture.
Both problem solving and creativity involve applying (transferring) previously learned knowledge or skills to a new situation.
Various complicated tasks and problems require both problem solving skills and creative thinking. Problem solving and creativity differ when involving convergent thinking versus divergent thinking.
Convergent Thinking: Combining information into a single idea or product.
Ex: You buy two apples for 25cents each one pear for 40cents. How much change will you get back from a dollar bill?
You must pull together at least four things you know (2x25
= 50, 50+40=90, one dollar= 100 cents, so 100-90= 10), the answer is 10cents.
Divergent Thinking: The process of generating many different ideas from a single starting point.
Ex: What are some possible uses of a brick? Generate as many different and unusual uses as you can.
Here you must think about many different ways about one object- A brick can make an interesting base for a table lamp, candle holder, etc.
Example of both being put in use:
As a teacher, you want to illustrate the idea that metal battleships float even though metal is denser (and thus heavier) than water. You don't have a toy boat made of metal. What can you use instead to demonstrate that a metal object with a hollow interior can float on water?
- You have to generate a list of possible battleship substitutes (divergent thinking) and compare the alternatives in terms of their relative buoyancy and practicality for your purpose (convergent thinking).

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7.3-Problem Solving and creativity - Pt2  

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7.3-Problem Solving and creativity - Pt2  

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There are a number of ways to help students become effective problem solvers. Using technology in the classroom which also helps keep them engaged, giving an assortment of problems with in a single lesson, and asking them to confirm their knowledge on the given subject.
We also begin to foster more creative thinking and risk taking with this bring attention to more internal rewards versus external.

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WHEN YOU HAVE A PROBLEM WITH SOMEONE SIT DOWN AND TALK ABOUT IT Misc

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Foster epistemic beliefs that encourage critical thinking such as rather than just dictate history as a collection of facts  have them read multiple accounts of historical events. View personal versus political sides.
- Allow students to question/challenge the ideas they read and hear about
- Give student s a chance to analyze flaws within an argument.
- Debate controversial issues from different perspectives, and have them defend it.
- There is a considerable amount of effort put into critical thinking

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7.5  Diversity in Transfer, Problem Solving, and Critical Thinking

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7.5  Diversity in Transfer, Problem Solving, and Critical Thinking

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As educators we must recognize students academic and cultural backgrounds.

Critical thinking can be influenced by students cultural backgrounds. On one hand some cultures put high emphasis on certain religious leaders or respecting elders which can lead to the epistemic belief that truth is a best gained from authority figures. On the other hand some cultures put high value on group harmony which may encourage students to excel in group work.

Some students may have creative ways of thinking of complex problems on the other hand other students may be unaccustomed to thinking in divergent creative ways.

Students with special education needs may have problems with transferring what they have learned and they may need extra help to apply their knowledge and skills