Discussion: Transfer and problem solving
Discussion: Transfer and problem solving
After reading your assigned chapters for this unit, prepare a written response to three of the following questions. Then reflect upon all the reading during this unit and share something new you learned from your reading. Your one- to two-page response needs to demonstrate your understanding of the chapter concepts. As you construct your answer, consider teaching grades 4-8
1. Describe four different strategies you might use to encourage students to engage in critical thinking about a topic. Illustrate each strategy with a concrete example.
2. Transfer what you have learned about transfer and problem solving to a professional situation in which you might find yourself. More specifically:
Using either an educational or therapeutic context, describe a specific idea or principle you might want students or clients to apply outside the educational or therapeutic setting. In particular, describe what information you would want them to learn within the educational or therapeutic context, and how you hope they would transfer it in dealing with the outside world.
Explain how your students’ or clients’ success in transferring this information and/or using it to solve problems might be more or less successful depending on:
How they encode/store the original information, and the extent to which they elaborate on it
How they encode/store the transfer/problem-solving situation, and the extent to which they elaborate on that situation
3. Most early information processing theorists portrayed human cognition as being a relatively unemotional enterprise, but increasingly researchers have come to realize that cognition and emotion are closely intertwined. Drawing on the textbook’s discussion of affect and its effects, describe three different ways in which cognitive processes and emotions are interrelated, and give a concrete example to illustrate each interrelationship you identify.
4. Describe how learners’ level of anxiety is likely to affect their learning and performance, being sure to include the concepts of facilitating anxiety and debilitating anxiety in your discussion. Then describe three strategies you might use to keep learners’ anxiety at a productive level.
Finally, please be sure to write in APA format and use the assigned text. I have attached chapter 13 and 14 assignment to be utilized
Ormrod, J. E. (2016). Human learning. (7th ed.). Boston, MA: Pearson
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.
