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| Construction of a logical but incorrect "memory" by combining information retrieved from long-term memory with one's general knowledge and beliefs about the world |
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| Process of asking oneself questions as a way of checking one's understanding of a topic |
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| Cognitive process in which learners expand on new information based on what they already know |
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| Knowledge and beliefs about one's own cognitive processes, as well as conscious attempts to engage in behaviors and thought processes that increase learning and memory |
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| One or more cognitive processes used intentionally for a particular learning task |
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| Thinking that one knows something that one actually does not know |
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| Experience of sharing the same feelings as someone in unfortunate circumstances |
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| Activity that promotes learning and development though contributing to the betterment of others and the community at large |
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| Uncritical acceptance of society's conventions regarding right and wrong |
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| feelings of embarrassment or humiliation after failing to meet standards for moral behavior that adults have set |
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| Conventional transgression |
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| Action that violates a culture's general expectations regarding socially appropriate behavior |
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| Explanation of why a certain behaivor is unacceptable, often with a focus on the pain or distress that someone has caused another |
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| Overly broad view of the objects or events that a concept includes |
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| Organized set of facts about a specific topic |
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| Overly narrow view of the objects or events that a concept includes |
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| Mental grouping of objects or events that have something in common |
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| Classroom activity similar to one that students are apt to encounter in the outside world |
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| Theoretical perspective that focuses on how people, as individuals, construct meaning from their experiences |
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| Belief that is inconsistent with commonly accepted and well-validated explanations of phenomena or events |
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| Mental representation of a typical example of a concept |
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| Component of memory that hold incoming information in an unanalyzed form for a vert brief period of time (2-3sec) |
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| processof forming mental pictures of objects or ideas |
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| momory aid or tick designed to help students learn and remember a specific piece of information |
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| Ava is stumped; problem solving w/o calculator |
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| Dan & Charlie fight; Amber remembers what happened with Jenny |
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| Teacher tells students that it's not nice to call eachother names |
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| Charlotta learns about dogs, bears...and is asked to write a definition about animals |
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| Children desperate to please parents > pick colleges/majors that would make them happy |
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| C - Mr. Madison [science] rocks |
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| Sally [birds] doesn't know what she doesn't know |
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| Katie thinks we have night b/c moon turns off the light |
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| children learn benefits of and use more freq |
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| Tom is interested in weather and goes home to observe clouds and make own predictions |
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| Higher-level cognitive processes |
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| Katie and Janelle [tide pools] Katie asks Janelle questions that encourage them to expand on their knowledge |
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| Examples of write & wrong answers |
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Definition
| using order of operations to solve multiplicationT problems [Joe - misconception] |
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| Class watches cinderella and discussed the movie by remembering, understanding, applying, analyzing, creating, and evaluating what they saw |
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| class dissects pigs and writes individual lab reports |
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| Students work in groups; teachers monitors; grades based on how they helped group |
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| learner-directed instruction |
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| students question each other about reading; learn to monitor own learning |
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| instruction, group work, monitoring [home ec brownies] |
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| Mr Phelps students study multiplication and make charts to understand how it relates to addition C |
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| Situated learning and cognition |
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| Bobby cooking with mom and doesn't understand how to divide ingred. for smaller batch but is able to do so in math |
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