EPS_340_SA-Cognitive_Learning_Theory

.docx

School

Mesa Community College *

*We aren’t endorsed by this school

Course

340

Subject

Psychology

Date

Dec 6, 2023

Type

docx

Pages

Uploaded by ecgreengirl

EPS 340 Signature Assignment: Cognitive Learning Theory and Processes Instructions : Read the vignette below and then refer to the following page which lists additional instructions about how to complete the assignment. Case Study: Cognitive Learning Theory and Processes Mr. Glowser teaches third grade at Flintstone Elementary School. Each morning, his students come into class and get comfortable in the reading cove, a corner of the classroom that Mr. Glowser has furnished with a rug, beanbags, and large pillows. He reads a chapter to the students, then he asks them to summarize the main points of the story, ask questions, clarify difficult or confusing points, and predict what they think might happen next. Mr. Glowser concludes reading time by reviewing the main points of their discussion before moving into the daily writing lesson. Students write in a structured journal about their favorite parts of the story. Each entry contains prompts such as “the most important part of today’s chapter was _____” and “I think ____ will happen next in the story.” After writing, students get together in small groups and use a writing rubric to verbally review each other’s work, then they make minor revisions in their writing journals. Mr. Glowser begins the daily science lesson after lunch. He starts each new unit by introducing the topic and telling a story or showing a short video to help capture students’ attention. Each student then writes in their science notebook what they know about the topic and what they want to learn about it. They share their ideas with their table groups, then they discuss them as a class. Once the unit is complete, students write briefly about what they learned and any questions they still have, discuss with their groups, and share final thoughts with the full class. Before beginning a new unit on plant parts and their functions, Mr. Glowser has students complete written and verbal observations of the seedlings they had planted in the prior unit, and they compare their observations to other plants they see around the school yard. The students then brainstorm to predict how their own plants will grow. As Mr. Glowser describes the major parts of seed plants, he uses examples of the students’ observations to illustrate each component. He also gives each student a diagram of a seed plant that’s labeled with the names and basic functions of the major plant parts. The students are encouraged to keep the diagram in their observation notebooks as a reference for future observations of their plants’ growth and development.

Questions: Cognitive Learning Theory and Processes Instructions : Complete your assignment on this template. After reading the vignette above, respond to the following five questions. Type your responses in complete sentences under each sub-question (e.g., you should respond to questions 1a and 1b separately). If you have questions about the assignment, please check with your instructor. 1. Metacognition. a. Define metacognition, metacognitive knowledge, and metacognitive regulation. b. How does Mr. Glowser encourage metacognitive development during reading time and writing lessons? Use specific details from the case study to support your answer. 2. Meaningful learning. a. Define meaningful learning. b. How does Mr. Glowser encourage meaningful learning in his science lesson? Use specific details from the case study to support your answer. 3. Working memory. a. Define working memory. Include details about its function, duration, and capacity. b. How does Mr. Glowser account for the limited capacity of his students’ working memory during the science lesson? Use specific details from the case study to support your answer. 4. Knowledge representation. a. Define declarative and procedural knowledge. b. What type of knowledge are students developing in their reading and writing lessons? Use specific details from the case study to support your answer. c. What type of knowledge are students developing in their science lesson about plant parts and functions? Use specific details from the case study to support your answer. 5. Transfer. a. Define transfer. Include the difference between positive and negative. b. Describe at least two ways that Mr. Glowser promotes positive transfer among his students. Use specific details from the case study to support your answer.

Rubric: Cognitive Learning Theory and Processes Proficient 100% Acceptable 75% Developing 50% Insufficient 25% Fail 0% Metacognition. Response addresses all three elements: 1) Accurately defines metacognitive knowledge and metacognitive regulation. 2) Accurately identifies how the teacher promotes metacognitive development during lessons. 3) Uses details from case to support answers. Response addresses two of the elements: 1) Accurately defines metacognitive knowledge and metacognitive regulation. 2) Accurately identifies how the teacher promotes metacognitive development during lessons. 3) Uses details from case to support answers. Response addresses one of the elements: 1) Accurately defines metacognitive knowledge and metacognitive regulation. 2) Accurately identifies how the teacher promotes metacognitive development during lessons. 3) Uses details from case to support answers. Response fails to convey an understanding of metacognition. Response is missing or unrelated to topic. Meaningful learning. Response addresses all three elements: 1) Accurately defines meaningful learning. 2) Accurately identifies how the teacher encourages meaningful learning in science lesson. 3) Uses details from case to support answer. Response addresses two of the elements: 1) Accurately defines meaningful learning. 2) Accurately identifies how the teacher encourages meaningful learning in science lesson. 3) Uses details from case to support answer. Response addresses one of the elements: 1) Accurately defines meaningful learning. 2) Accurately identifies how the teacher encourages meaningful learning in science lesson. 3) Uses details from case to support answer. Response fails to convey an understanding of meaningful learning. Response is missing or unrelated to topic.

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Recommended textbooks for you

Ciccarelli: Psychology_5 (5th Edition)

Psychology

ISBN:9780134477961

Author:Saundra K. Ciccarelli, J. Noland White

Publisher:PEARSON

Cognitive Psychology

Psychology

ISBN:9781337408271

Author:Goldstein, E. Bruce.

Publisher:Cengage Learning,

Introduction to Psychology: Gateways to Mind and ...

Psychology

ISBN:9781337565691

Author:Dennis Coon, John O. Mitterer, Tanya S. Martini

Publisher:Cengage Learning

Psychology in Your Life (Second Edition)

Psychology

ISBN:9780393265156

Author:Sarah Grison, Michael Gazzaniga

Publisher:W. W. Norton & Company

Cognitive Psychology: Connecting Mind, Research a...

Psychology

ISBN:9781285763880

Author:E. Bruce Goldstein

Publisher:Cengage Learning

Theories of Personality (MindTap Course List)

Psychology

ISBN:9781305652958

Author:Duane P. Schultz, Sydney Ellen Schultz

Publisher:Cengage Learning

SEE MORE TEXTBOOKS

Recommended textbooks for you

Ciccarelli: Psychology_5 (5th Edition)
Psychology
ISBN:9780134477961
Author:Saundra K. Ciccarelli, J. Noland White
Publisher:PEARSON
Cognitive Psychology
Psychology
ISBN:9781337408271
Author:Goldstein, E. Bruce.
Publisher:Cengage Learning,
Introduction to Psychology: Gateways to Mind and ...
Psychology
ISBN:9781337565691
Author:Dennis Coon, John O. Mitterer, Tanya S. Martini
Publisher:Cengage Learning
Psychology in Your Life (Second Edition)
Psychology
ISBN:9780393265156
Author:Sarah Grison, Michael Gazzaniga
Publisher:W. W. Norton & Company
Cognitive Psychology: Connecting Mind, Research a...
Psychology
ISBN:9781285763880
Author:E. Bruce Goldstein
Publisher:Cengage Learning
Theories of Personality (MindTap Course List)
Psychology
ISBN:9781305652958
Author:Duane P. Schultz, Sydney Ellen Schultz
Publisher:Cengage Learning