- knowledge organized into schemes

- assimilation & accommodation

- social & environmental interactions necessary

- equilibrium --> disequilibrium --> equilibrium

- 4 stages of development

- can only think about things directly in front of them

- pretend play

- some logical thinking

- class inclusion

- concervation

- concrete reasoning

- formulating hypotheses

- control of variables

- idealism

- ask children to explain reasoning

- relate abstract ideas to concrete ideas

- 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

- 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

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

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

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

- elaboration

- organization

-

- break complex skills into smaller steps to avoid cognitive overload

- activate prior knowledge - connect old to new info

- automaticity

- overt strategies (taking notes, summarizing)

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

- positive transfer (facilitates learning)

- negative transfer (interferes with learning)

- principles & theories, more than facts

- give chances to apply classroom skills to real world situations

- well defined vs. ill defined problems

- heuristics = general problem solving strategies

- high levels of metacognition needed

- divergent thinking

- promote mastery

- ask thought provoking questions

- give students freedom to take risks

- verbal reasoning

- argument analysis

- probabilistic reasoning

- hypothesis testing

- embed within authentic activities

- teach Ss how to evaluate accuracy of info

- 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)

* mediated learning (learning with intervention)

* post -test

1.ongoing tactics,

2.strategies

3.habits

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

- also called cognitive constructivism.

components include:

METACOGNITION

TRANSFER

CREATIVITY

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