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Comparative- activate existing schemas to aid in processing new information.

Expository-introduce knowledge that students will need to understand future information.

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Complex learning strategies should be embedded with authentic tasks that mirror real world problems. Complex problems have many parts, interacting elements and have multiple solutions.

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Children work in groups to construct answers and ideas to real world problems that do not have a single correct solution.
*initial problem discussion
*individual research
*collaboration
*reflect and share knowledge learned

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The educator presents a puzzling situation that students have to problem solve utilizing the formulation of a hypothesis, collecting data to test hypothesis, drawing conclusions, and reflecting on the original problem.

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Utilizes inclusive concepts to introduce and sum up new material. Three purposes include: direct attention to important material, highlight relationships between ideas, remind a student of relevant information they already have.

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Utilizes a child's interests while keeping a student on task, uses motivation when a child grows frustrated; especially helpful for children with learning challenges.

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3 Characteristics of Cognitive Scaffolding

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3 Characteristics of Cognitive Scaffolding

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*Contingency support-educator continually adjusts/tailors  student support
*Fading-teacher gradually withdraws support as student's skills increase
*Transferring responsibility-students assume responsibility for learning

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A structure for teaching that introduces fundamental teaching of subjects early in the school years and builds on the subject's complexity over time.

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-Combine learning in realistic and complex ways
-Shared responsibility and social negotiation are a part of     learning
-Embrace multiple perspectives and approaches
-Nurture self awareness and understanding of how knowledge is constructed
-Ownership in learning

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External Direction (information processing)-Knowledge is affected by  teaching, feedback and explanation and reflects the outside world.

Internal direction (Piaget)-Knowledge is gained by transforming and reorganizing previous knowledge; exploration and discovery are more important than teaching.

Internal/external direction (Vygotsky)- Knowledge reflects the outside world through culture, language and beliefs; constructed on social interactions, experiences, direct teaching and modeling.

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A child's ability to solve a problem within their area of understanding with assistance from a more knowledgeable other

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The ability to reason and develop knowledge through interaction with others and cultural tools

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Belonging to a group that increases knowledge through collaboration, activity and cultural tools.

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Extreme end of individual constructivism theory believes that knowledge is assumed from our own experience and cannot be viewed as right or wrong (highly debated)

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Conservation and reversibility concepts originate from reflection and the organization of thoughts and is not copied from external sources.

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Students are at the center of learning, they are not empty vessels but are active participants in the learning process. Knowledge development is emphasized in use rather then simply storing facts.

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Students having an understanding of what they already know and do not know and through active learning and collaboration increase knowledge.

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Demonstrating problem solving to a student and providing assistance as needed while the student increases independence over time and through modified support from a more knowledgeable other

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portion of learning process that relies on collaboration and respect of different perspectives.

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-Experts have deep conceptual knowledge-able to put knowledge into action
-Learning comes from the learner- students must actively participate
-Schools must create effective learning environments-it is the school's responsibility to provide an environment where students can transfer their learning to real world situations
-Prior knowledge and beliefs are key-recognizing a student's foundational beliefs are brought into the classroom aids in the shaping understanding of the world.
-Reflection is necessary to develop conceptual knowledge-Students must express work utilizing various mediums however, without thoughtful analysis of their own work deep developmental knowledge may not occur.

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Current practice or time when ideas are viewed as valuable

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Skills and knowledge that are tied to the situation in which they were learned and difficult to apply to new settings.

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Concerned with how individuals utilize resources, materials and collaborate to increase knowledge