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This Concept Map, created with IHMC CmapTools, has information related to: Nelson_Eve_Module 2.1, Focusing on the transfer of learning which includes allowing for: Time to initially learn concepts with understanding, Metacognitive approaches including Understands interference Knows limits of ST memory Knows Effective memory aids Knows meaning increases memory Knows preview increases comprehension Knows directing attention increases retention, a naive theory of physics So Ms. Andrews should help her by Helping Eve improve her reading comprehension, a naive theory of physics So Ms. Andrews should help her by Metacognitive approaches, A "learning" rather than a "performance" orientation and Exploration of the concept within contrasting cases/multiple contexts, Expository text schemata such as Collection - ideas are related into a group Causation - a relation where one idea brings about another idea Response - a relation where one idea is a problem and the other a solution or response to that problem Comparison - ideas are related by similarities and differences Description - a relation where more specific information is given about an idea, 1) A rich web of knowledge (teach Eve the subject in depth and give her lots of examples and ways to interact with the information) and 2) Methods of constructing and validating knowledge (Encourage the use of the knowledge Eve has already formed on the subject and encourage her to gain more knowledge), 2) Methods of constructing and validating knowledge (Encourage the use of the knowledge Eve has already formed on the subject and encourage her to gain more knowledge) and 3) A sense of purpose and control about one’s learning (Utizlie megacognitive approaches), Helping Eve improve her reading comprehension through the teacher's awareness of The cognitive model of reading processes, Deliberate practice with informative feedback and Representing a concept/problem at higher levels of abstraction, Time to initially learn concepts with understanding and Deliberate practice with informative feedback, 2) Methods of constructing and validating knowledge (Encourage the use of the knowledge Eve has already formed on the subject and encourage her to gain more knowledge) through inductive thinking processes: Establish ideas/knowleedge on the basis of observations on a number of particular facts., Helping Eve improve her reading comprehension through use of Expository text schemata, Teaching for understanding which is based upon: 1) A rich web of knowledge (teach Eve the subject in depth and give her lots of examples and ways to interact with the information), Readers process text through interactive cognitive subsystems such as Context Meaning Orthographic Phonological, Representing a concept/problem at higher levels of abstraction and A "learning" rather than a "performance" orientation, The cognitive model of reading processes or, in other words Readers process text through interactive cognitive subsystems, a naive theory of physics So Ms. Andrews should help her by Teaching for understanding, a naive theory of physics So Ms. Andrews should help her by Focusing on the transfer of learning, 3) A sense of purpose and control about one’s learning (Utizlie megacognitive approaches) and 4) Effective use of symbols in social contexts.