(51)

✶ break given task into smaller tasks

✶ keep group focused on completing sub-task, while remembering the main task

✶ model possible ways to complete the task for imitation then internalization

"Cognitivist theory grew out of dissatisfaction with the behaviorist approach, which its staunchest critics felt was too focused on achieving a specific outcome and not on developing the individual's potential."

"Critics of the cognitive approach argue that it is too focused on personal developmental encounters rather than learning outcomes and that not all people have either the capacity or the desire to spend a vast amount of time processing information." (43)

✿ the pre-operational stage: arranging objects logically

✿ the concrete operational stage: thinking logically about objects

✿ the formal operational stage: abstract thinking, verbal reasoning

𓆟 ask what people's expectations are

𓆞 discover new material

𓆝 determine new understandings

𓆟 question what else they want to learn

꩜ Summarize the main idea in one or two sentences, writing the summary on a piece of paper and sharing this with a neighbor, or repeating the procedures to a neighbor.

꩜ Write the answer on a card and then hold it up.

꩜ Raise their hands if they know the answer (thereby allowing the teacher to check the entire class).

꩜ Raise their hands if they agree with the answer that someone else has given.

that students

efficiently acquired,

rehearsed,

and connected knowledge.

Many went on to hands-on activities,

but always after, not before,

the basic

material was learned."

(13)

What does this look like in practicality? Does this mean homework? I feel this was not expanded upon enough in the article, because it definitely caught my attention. I am searching for ways to get my students interested in learning outside of school without homework, which we have talked constantly about the ethics of.