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• Metacognition


  An appreciation of what one already knows, together with a correct apprehension of the learning task and what knowledge and skill it requires, combined with agility to make correct inferences about how to apply one's strategic knowledge to a particular situation, and to do so efficiently and reliably (Taylor, 1999)
• Metacognition


  Thinking about thinking, knowing "what we know" and "what we don't know" (Flavell)
• Metacognitive Strategies


  • Connecting new information to former knowledge
  • Selecting thinking strategies deliberately
  • Planning, monitoring and evaluating thinking processes (Dirkes, 1985)
• Strategies for Developing Metacognitive Behaviors

  • Identifying "what you know" and "what you don't know"
  • Talking about thinking
  • Keeping a thinking journal
  • Planning and self-regulation
  • Debriefing the thinking process
  • Self-evaluation
• Expert Systems


  Computer programs derived from Artificial Intelligence research that attempt to simulate the way human beings solve problems - an artificial decision maker
• Human experts


  Use knowledge to solve problems, a practice that assesses and strengthens what they know (e.g. lawyer, doctor, teacher)
• Analogy


  A basic human reasoning process involving seeing similarities among essentially different objects or ideas and using existing knowledge about the first set of objects to understand the other
• Synectics


  An approach to creative thinking that depends on understanding together which is apparently different using analogy or metaphor - the process of discovering the links that unite seemingly disconnected elements
• Transfer of Learning


  The ability to use learning gained in one situation and applying it to another situation - the extent to which learning in one situation influences learning or performance in another
• Types of Transfer of Learning

  • Positive transfer - Previous learning facilitates and enhance subsequent learning
  • Negative transfer - Previous learning interferes with learning something new (e.g. the inability to work on other word problems outside of the exercises given in class)
• Theory of Mental Discipline


  Skill or training gained in the study of one subject will improve the performance of the skill in the study of another subject
• Theory of Identical Elements


  The amount of transfer depends upon the identical elements present or are common in both learning situations (Thorndike)
• Theory of Generalization


  Experiences in one learning situation can be applied to another learning situation (Charles Judd)
• Theory of Configuration


  Transfer of learning from one situation to another is the result of the application of the principles of configuration - the unified or total pattern or organization of a learning situation so that the components or elements lose their identity. The learner sees the learning situation as a whole not the parts.
• Lobes of the Human Brain

  • Frontal lobe - responsible for motor movement, long term memory, planning and scheduling
  • Occipital lobe - responsible for vision
  • Temporal lobe - responsible for hearing
  • Parietal lobe - responsible for sensation and bodily temperature
• The Two Brains


  • Right hemisphere - responsible for visual activities
  • Left hemisphere - responsible for analysing
• Spinal Cord


  A long bundle of nerves which serves as the means of communicating messages between the brain and the body. It controls spinal reflexes and conveys messages to and from the brain by means of the interneuron.
• 95% of people are right handed
• Neurological Basis of Learning


  Learning involves experience that results in a change in performance, memory and emotional state. These changes in the brain that represent the learning that has taken place in the past are different for different people because people differ both in their genes and their experiences.
• Metacognitive Strategies


  Techniques or skills that individuals use to manage their own thinking and learning. Includes connecting new information to former knowledge, selecting thinking strategies deliberately, and planning, monitoring, and evaluating thinking processes.
• Connecting new information to former knowledge

  A metacognitive strategy that involves relating new information to what a person already knows. Helps deepen understanding and make new information more memorable.
• Selecting thinking strategies deliberately


  A metacognitive strategy that involves choosing a specific thinking or learning strategy based on the situation. Helps learners tailor their approach to the task at hand.
• Planning, monitoring, and evaluating thinking processes


  A metacognitive strategy that involves thinking about one's own thinking. Helps learners identify areas where they need to improve and make adjustments to their thinking strategies as needed.
• Debriefing the thinking process

  Reflecting on and analyzing one's thought processes after completing a task or solving a problem. It involves considering what worked well, what didn't, and what could be improved upon in the future.
• Planning and self-regulation


  Setting goals, creating a plan of action, and monitoring progress towards those goals. It also includes the ability to adjust plans as needed and to evaluate the effectiveness of different strategies.
• Keeping a thinking journal

  A written record of one's thoughts and reflections on a particular topic or problem. It can be used to track progress, identify patterns in thinking, and reflect on what has been learned.
• Talking about thinking


  Verbalizing one's thought processes and strategies, which can help to clarify and solidify understanding. It can take the form of self-talk, explaining a concept to someone else, or participating in group discussions.
• Identifying "what you know" and "what you don't know"

  The ability to accurately assess one's own knowledge and understanding of a particular topic or concept. It involves recognizing which aspects of the material are already familiar and which areas require further study or review.
• Self-evaluation


  Assessing one's own performance and determining areas for improvement. It can be done through self-reflection, feedback from others, or comparing one's work to a set of criteria or standards.
• The ability to use learning gained in one situation and applying it to another situation - the extent to which learning in one situation influences learning or performance in another

  Transfer of learning
• Skill or training gained in the study of one subject will improve the performance of the skill in the study of another subject

  Theory of Mental discipline