Co requisite fye 105 pdf

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Co-Requisite Reading/ First-Year Experience

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FYE 105! !

and! !

Learning to Think Critically:! !

(Putting rigor into FYE 105)!

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The Heart of FYE 105 is ! !

Critical Thinking! !

and ! !

Problem Solving!

For first-year freshmen, there is a lot of new information they need in order to negotiate the complex processes of college.! !

Information without the accompanying mental processes for learning that supports critical thinking and problem solving is very shallow.

It is absolutely true that critical thinking, problem-solving, and transfer learning is dependent on having a deep foundation of factual knowledge. !

However, how that deep foundation of factual knowledge is learned is the key to critical thinking, problem-solving, and transfer learning.

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Information alone without the mental processes of critical thinking and problem solving limits the application potential of that information.! !

Along with the information, the FYE learner needs to be able to use the information to:! !

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evaluate choices,! calibrate of risk and reward, ! solve problems ! prioritize ! thinking ahead, ! do long-term planning!

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The mental processes for doing so have to be taught along with the content information for most FYE learners.

Misconception! !

It is often assumed that first-year freshmen can and will, with their new fye information, be able to apply what they are learning.! !

Let’s take a little journey into the critical thinking and problem solving mind of the typical 18 to mid 30s year old first-year freshmen.

Conceptual Framework Overarching Big Picture (Question) for FYE 105 What actions do I need to take to get from where I am to where I want to be?

What knowledge do I need to acquire to get from where I am to where I want to be?

As a student, how do I get from where I am to where I want to be ?

What habits do I need to acquire to get from where I am to where I want to be?

What resources do I need to be aware of to get from where I am to where I want to be?

What skills do I need to acquire to get from where I am to where I want to be?

Development of Executive Function!

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The term executive function is used to describe the

capacity that allows us to control and coordinate our

thoughts and behavior.

• • • • • •

calibration of risk and reward, problem-solving, prioritizing, thinking ahead, self-evaluation, long-term planning

In adults, various parts of the brain work together • to evaluate choices, • make decisions and • act accordingly in each situation.

The teenage brain doesn't appear to work like this.

• • • • • •

calibration of risk and reward, problem-solving, prioritizing, thinking ahead, self-evaluation, long-term planning

Teenager: makes most decisions using the back of the brain.

• • • • • •

calibration of risk and reward, problem-solving, prioritizing, thinking ahead, self-evaluation, long-term planning

The prefrontal cortex, the seat of executive function, does not begin deep development until around the age of 18 and continues until the ages of 25 or early 30s.

Pruning Synapses back to front

• • • • • •

calibration of risk and reward, problem-solving, prioritizing, thinking ahead, self-evaluation, long-term planning

From around the age of 12 to 18 the brain prunes vast amount of synaptic connections that the learner is not using from the back of the brain to the front of the brain, and by the around the 18th year has reached the prefrontal cortex.

• • • • • •

calibration of risk and reward, problem-solving, prioritizing, thinking ahead, self-evaluation, long-term planning

The neural pathways for encoding information is how it is retrieved, and the instructor and learner want the information encoded through the prefrontal cortex.

With this foundation of knowledge about most of our FYE 105 first-time freshmen, instructors and learners are ready to take advantage of the learners more developed and powerful prefrontal cortex.! !

The goal of education is transfer and for the FYE 105 learner that means learning in ways that increase the probability that critical thinking and problem solving will occur when needed.! !

Follow along as we explore the role of working memory and what we know about what the learner needs for transfer learning to occur.!

Think of working memory as very limited temporary storage of new information where it can be manipulated.

Working Memory

Working memory is very limited; it can only hold around 4 unrelated items for about 10 15 seconds - not enough for critical thinking.

Here is the Key: “If we are unable to attend to the information in our working memory, the information lasts only as long as the neurons that hold and maintain their electric charge—a few seconds…. Then it's gone…” (Carr, 2010, p.193) !

If we don’t attend and reflect, we don’t learn anything new.

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A common denominator and basis of all executive functioning

is the ability to hold things in mind, step back, and reflect.

Without this capacity, it is difficult to have perspective, judgment, or control.

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The first impulse is to think, “Well that sounds easy.”

It is not, and it has to be taught and integrated in all instruction and learning. In fact, unless the learner is holding the new information in mind, stepping back mentally, and reflecting, the prefrontal cortex is not activated.

ALL DEEP LEARNING BEGINS with holding the new information in mind, stepping back mentally, and reflecting and just saying “think about your thinking does not work. It has to be modeled and practiced a lot.

What does this mental process look like:

• • • • • •

calibration of risk and reward, problem-solving, prioritizing, thinking ahead, self-evaluation, long-term planning

3. reflecting; an internal conversation

2. stepping back mentally

Working Memory 1. holding the new information in mind

Many of today’s first-time freshmen have two drawbacks: !

First, they have not been shown how to learn so that they can think critically. !

Second, the pace and technology of the culture they grew up in does not foster reflection when learning; in fact the rewiring of the brain that occurs prompts immediate response and the anticipation of the next stimulus, and this interrupts the ability to reflectively ponder the situation. (Think texting, cell phone vibrations, etc.)

Beyond holding the new information in mind, stepping back mentally, and reflecting, the learner must ensure with mental processes while stepping back and reflecting on the information in working memory that the new information (facts and ideas) are understood in the context of a conceptual framework that is organized for understanding, not just recall. !

and !

that the new information is being developed into a deep foundation of factual knowledge.

Let’s sum up what the FYE instructor needs to have happen in the learning activities, which the FYE learner needs to have happen mentally: !

First, the learner needs to be holding the new information in mind, stepping back mentally, and reflecting. !

Second, within the process of reflecting, the learner needs to ensure that they are applying mental processes (coming soon) that result in !

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Understanding facts and ideas in the context of a conceptual framework !

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Organizing knowledge in ways that facilitate retrieval and application

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Developing a deep foundation of factual knowledge

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Again, the common denominator and basis of all executive functioning is the ability to hold things in mind, step back, and reflect. !

Some of the most powerful reflecting internal dialogue) happens when the learner asks him/herself the following questions: !

Four Questions whether getting an overview of the chapter or reading the chapter, the reader should always have three question they are always asking: 1. {What Do I Know} What do I already know? (Dendrites of Prior Knowledge) 2. {Are There Explanations or Examples} Are there explanations or examples in the book? (Connection to Dendrites of Prior Knowledge) 3. {Prediction} Can I predict where this is going? (Anticipate what is next) 4. {Conceptual framework} How does this relate to the big pictur

The Goal is Transfer Learning !

As FYE instructors, we need to reinforce the content of our courses by helping the learner !

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understand facts and ideas in the context of a conceptual framework !

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organize knowledge in ways that facilitate retrieval and application

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develop a deep foundation of factual knowledge

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VERY IMPORTANT: both the instructor and the learner must identify the conceptual framework of subject or topic and reinforce the understanding of facts and ideas in the context of that conceptual framework.

Conceptual Framework Overarching Big Picture (Question) for FYE 105 What actions do I need to take to get from where I am to where I want to be?

What knowledge do I need to acquire to get from where I am to where I want to be?

As a student, how do I get from where I am to where I want to be ?

What habits do I need to acquire to get from where I am to where I want to be?

What resources do I need to be aware of to get from where I am to where I want to be?

What skills do I need to acquire to get from where I am to where I want to be?

Conceptual Framework As a student, how do I get from where I am to where I want to be ?

What actions do I need to take to get from where I am to where I want to be?

Setting Goals

What knowledge do I need to acquire to get from where I am to where I want to be?

As a student, how do I get from where I am to where I want to be ?

What habits do I need to acquire to get from where I am to where I want to be?

What resources do I need to be aware of to get from where I am to where I want to be?

What skills do I need to acquire to get from where I am to where I want to be?

Second, - Understanding facts and ideas in the context of a conceptual framework - Organizing knowledge in ways that facilitate retrieval and application - Developing a deep foundation of factual knowledge (re-exposure/ elaboration)

skills

knowledge

examples

examples

skills

Where am I. where fo I want to be?

Setting Goals

examples

skills

skills

examples

examples

knowledge, material objects, behavior, customs

First, Hold in working memory, Step back, Reflect

Reflection Prior knowledge: What do I know about setting goals?

Prediction: Setting a goal increases probability of achieving the goal.

Conceptual Framework: As a student, how do I get from where I am to where I want to be ?

skills

knowledge Where am I. where fo I want to be?

actions

Setting Goals resources

habits

Working Memory

Conceptual Framework As a student, how do I get from where I am to where I want to be ?

What actions do I need to take to get from where I am to where I want to be?

Learning Styles and Studying

What knowledge do I need to acquire to get from where I am to where I want to be?

As a student, how do I get from where I am to where I want to be ?

What habits do I need to acquire to get from where I am to where I want to be?

What resources do I need to be aware of to get from where I am to where I want to be?

What skills do I need to acquire to get from where I am to where I want to be?

Second, - Understanding facts and ideas in the context of a conceptual framework - Organizing knowledge in ways that facilitate retrieval and application - Developing a deep foundation of factual knowledge (re-exposure/ elaboration)

skills

knowledge

examples

examples

skills

Where am I. where fo I want to be?

Learning Styles, Studying

examples

skills

skills

examples

examples

knowledge, material objects, behavior, customs

First, Hold in working memory, Step back, Reflect

Reflection Prior knowledge: What do I know about learning styhles?

Prediction: If I understand my learning style, I can make better related decisions.

Conceptual Framework: As a student, how do I get from where I am to where I want to be ?

knowledge Where am I. where fo I want to be?

actions

skills

Learning Styles & Studying resources

habits

Working Memory

Conceptual Framework As a student, how do I get from where I am to where I want to be ?

What actions do I need to take to get from where I am to where I want to be?

Managing time, energy, money

What knowledge do I need to acquire to get from where I am to where I want to be?

As a student, how do I get from where I am to where I want to be ?

What habits do I need to acquire to get from where I am to where I want to be?

What resources do I need to be aware of to get from where I am to where I want to be?

What skills do I need to acquire to get from where I am to where I want to be?

Second, - Understanding facts and ideas in the context of a conceptual framework - Organizing knowledge in ways that facilitate retrieval and application - Developing a deep foundation of factual knowledge (re-exposure/ elaboration)

skills

knowledge

examples

examples

skills

Where am I. where fo I want to be?

Managing Time

examples

skills

skills

examples

examples

knowledge, material objects, behavior, customs

First, Hold in working memory, Step back, Reflect

Reflection Prior knowledge: What do I know about managing time & money?

Prediction: manage time; get more done.

Conceptual Framework: As a student, how do I get from where I am to where I want to be ?

skills

knowledge

Managing time, Where am I. money where fo I want to be? actions

resources

habits

Working Memory

Conceptual Framework As a student, how do I get from where I am to where I want to be ?

What actions do I need to take to get from where I am to where I want to be?

Thinking Critically

What knowledge do I need to acquire to get from where I am to where I want to be?

As a student, how do I get from where I am to where I want to be ?

What habits do I need to acquire to get from where I am to where I want to be?

What resources do I need to be aware of to get from where I am to where I want to be?

What skills do I need to acquire to get from where I am to where I want to be?

Second, - Understanding facts and ideas in the context of a conceptual framework - Organizing knowledge in ways that facilitate retrieval and application - Developing a deep foundation of factual knowledge (re-exposure/ elaboration)

skills

knowledge

examples

examples

skills

Where am I. where fo I want to be?

Thinking Critically

examples

skills

skills

examples

examples

knowledge, material objects, behavior, customs

First, Hold in working memory, Step back, Reflect

Reflection Prior knowledge: What do I know about critical thinkning?

Prediction: I will solve problems better if I think critically Conceptual Framework: As a student, how do I get from where I am to where I want to be ?

skills

knowledge Where am I. where fo I want to be?

actions

Thinking Critically resources

habits

Working Memory

Conceptual Framework As a student, how do I get from where I am to where I want to be ?

What actions do I need to take to get from where I am to where I want to be?

Learning Online

What knowledge do I need to acquire to get from where I am to where I want to be?

As a student, how do I get from where I am to where I want to be ?

What habits do I need to acquire to get from where I am to where I want to be?

What resources do I need to be aware of to get from where I am to where I want to be?

What skills do I need to acquire to get from where I am to where I want to be?

Second, - Understanding facts and ideas in the context of a conceptual framework - Organizing knowledge in ways that facilitate retrieval and application - Developing a deep foundation of factual knowledge (re-exposure/ elaboration)

skills

knowledge

examples

examples

skills

Where am I. where fo I want to be?

Learning Online

examples

skills

skills

examples

examples

knowledge, material objects, behavior, customs

First, Hold in working memory, Step back, Reflect

Reflection Prior knowledge: What do I know about setting goals?

Prediction: Setting a goal increases probability of achieving the goal.

Conceptual Framework: As a student, how do I get from where I am to where I want to be ?

skills

knowledge Where am I. where fo I want to be?

actions

Learning Online resources

habits

Working Memory

Conceptual Framework As a student, how do I get from where I am to where I want to be ?

What actions do I need to take to get from where I am to where I want to be?

Listening & Notetaking

What knowledge do I need to acquire to get from where I am to where I want to be?

As a student, how do I get from where I am to where I want to be ?

What habits do I need to acquire to get from where I am to where I want to be?

What resources do I need to be aware of to get from where I am to where I want to be?

What skills do I need to acquire to get from where I am to where I want to be?

Second, - Understanding facts and ideas in the context of a conceptual framework - Organizing knowledge in ways that facilitate retrieval and application - Developing a deep foundation of factual knowledge (re-exposure/ elaboration)

skills

knowledge

examples

examples

skills

Where am I. where fo I want to be?

Listenting Notetaking

examples

skills

skills

examples

examples

knowledge, material objects, behavior, customs

First, Hold in working memory, Step back, Reflect

Reflection Prior knowledge: Hearning and listening are not the same.

Prediction: It will be difficult to write and listen.

Conceptual Framework: As a student, how do I get from where I am to where I want to be ?

knowledge Where am I. where fo I want to be?

actions

skills

Listening Notetaking resources

habits

Working Memory

Conceptual Framework As a student, how do I get from where I am to where I want to be ?

What actions do I need to take to get from where I am to where I want to be?

Reading, Writing, Presenting

What knowledge do I need to acquire to get from where I am to where I want to be?

As a student, how do I get from where I am to where I want to be ?

What habits do I need to acquire to get from where I am to where I want to be?

What resources do I need to be aware of to get from where I am to where I want to be?

What skills do I need to acquire to get from where I am to where I want to be?

Second, - Understanding facts and ideas in the context of a conceptual framework - Organizing knowledge in ways that facilitate retrieval and application - Developing a deep foundation of factual knowledge (re-exposure/ elaboration)

skills

knowledge

examples

examples

skills

Where am I. where fo I want to be?

Reading’ Writing Presenting

examples

skills

skills

examples

examples

knowledge, material objects, behavior, customs

First, Hold in working memory, Step back, Reflect

Reflection Prior knowledge: What do I know about setting goals?

Prediction: Setting a goal increases probability of achieving the goal.

Conceptual Framework: As a student, how do I get from where I am to where I want to be ?

knowledge Where am I. where fo I want to be?

actions

skills

Reading Writing habits presenting resources

Working Memory

Conceptual Framework As a student, how do I get from where I am to where I want to be ?

What actions do I need to take to get from where I am to where I want to be?

Building Relationships

What knowledge do I need to acquire to get from where I am to where I want to be?

As a student, how do I get from where I am to where I want to be ?

What habits do I need to acquire to get from where I am to where I want to be?

What resources do I need to be aware of to get from where I am to where I want to be?

What skills do I need to acquire to get from where I am to where I want to be?

Second, - Understanding facts and ideas in the context of a conceptual framework - Organizing knowledge in ways that facilitate retrieval and application - Developing a deep foundation of factual knowledge (re-exposure/ elaboration)

skills

knowledge

examples

examples

skills

Where am I. where fo I want to be?

Building Relationships

examples

skills

skills

examples

examples

knowledge, material objects, behavior, customs

First, Hold in working memory, Step back, Reflect

Reflection Prior knowledge: What do I know about building relationships?

Prediction: Relationships make for greater quality to life.

Conceptual Framework: As a student, how do I get from where I am to where I want to be ?

knowledge

skills

Where am I. where fo I want to be?

Building Relationships

actions

resources

habits

Working Memory

Conceptual Framework As a student, how do I get from where I am to where I want to be ?

What actions do I need to take to get from where I am to where I want to be?

Career Planning

What knowledge do I need to acquire to get from where I am to where I want to be?

As a student, how do I get from where I am to where I want to be ?

What habits do I need to acquire to get from where I am to where I want to be?

What resources do I need to be aware of to get from where I am to where I want to be?

What skills do I need to acquire to get from where I am to where I want to be?

Second, - Understanding facts and ideas in the context of a conceptual framework - Organizing knowledge in ways that facilitate retrieval and application - Developing a deep foundation of factual knowledge (re-exposure/ elaboration)

skills

knowledge

examples

examples

skills

Where am I. where fo I want to be?

Career Planning

examples

skills

skills

examples

examples

knowledge, material objects, behavior, customs

First, Hold in working memory, Step back, Reflect

Reflection Prior knowledge: What do I know about career planning?

Prediction: Careers don’t just happen.

Conceptual Framework: As a student, how do I get from where I am to where I want to be ?

knowledge Where am I. where fo I want to be?

actions

skills

Career Planning resources

habits

Working Memory

Transfer Learning !

We now know the mental processes that the learner needs to engage in in order for transfer learning to occur and instead of forgetting 80% of what is read, remember 80%+. !

The goal of education is transfer. The goal of the corequisite reading/academic success courses is to support FYE 105 by ensuring that the reading student is building on those mental process that encourage transfer learning as they learn the concepts in FYE.

Core Mental Processes for Co-requisite Transfer Learning of Gateway Course Content ! ! ! ! ! ! ! ! ! !

•calibration

of risk and reward,

•problem-solving,

3. reflecting; an internal conversation

•prioritizing, •thinking

ahead,

•self-evaluation, •long-term

planning

First, the learner needs to be !

•holding

2. stepping back mentally

the new information in mind,

!

•stepping

back mentally,

!

•and

reflecting.

Working Memory 1. holding the new information in mind

Reflection: Key to Activating the Prefrontal Cortex Seat of “Executive Functioning�

Reflection is the holding of information being learned in conscious awareness, stepping back mentally in ones mind and reflecting, that is having an internal conversation with oneself about the math problem at hand. To build a deep foundation of factual knowledge and organize that knowledge in ways that facilitate retrieval and application in new situations requires all start with reflection.

Reflection activates the prefrontal cortex, thus routing learning through it and later retrieved through it enabling the learner to think, reason, make decision with math.

John Bransford has a profound statement that reflects what we now know about learning: !

“Resist substituting strategies for thinking.” It’s all about thinking.

Strategies can be thoughtless without reflection. Focus on reflection. !

Reflection is the Key and a Conceptual Framework is the Context Whatever the learner is holding in working memory is all they have in conscious awareness to work with. Transfer learning occurs when that being held in working memory gets connected to prior knowledge and is understood in the context of a conceptual framework. This requires stepping back mentally and reflecting on the relationship between the temporarily stored information in working memory and the conceptual framework which provides the context for understanding. !

1. The learner needs a conceptual framework for the subject being studied.

2. New information must be attended to in working memory.

3. At the same time prior knowledge needs to get in working memory if meaning is to be constructed.

4. The learner must step back mentally and reflect on how the new meaning constructed is related to the conceptual framework under study.

Attention (Working Memory) and the Prefrontal Cortex

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Working memory is not a place in the brain. Think of it as very limited temporary storage (4 unrelated items for 10-15 seconds). As new information enters working memory items being held in working memory are quickly forgotten. Keep in in mind that in neuroscience the more often new information is re-exposed in working memory, the more likely it is to be consolidated in long-term memory. It is reflection rather than memorization that makes that consolidation useful to the learner. If you want to hold unrelated items in working memory longer, you have to reflect - step back mentally and observe your thinking about your thinking. Through this process, the brain creates mind that then can attend and that attention holds and stabilizes the neural pathways for that being learned.

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•Observe your Thinking (meta-awareness) - MRIs show that asking people to observe their own thinking process as they ruminate can cause activity to move to more deliberate, conscious brain regions such as the prefrontal cortex. Research at the University of Toronto shows that moment-by-moment self-observation activates executive planning areas in the prefrontal cortex and deactivates areas involved in attention-distracting rumination. •Think About Your Thinking (meta-cognition) - Mindfulness combines metacognition (thinking about what you are thinking) and meta-awareness (moment-by-moment awareness of where your attention is focused). •Attention (meta-attention) - paying attention to what you are paying attention to consciously directing you attention right now. (Schwart, 2011)

Why Reflect? !

For all practical learning purposes conscious awareness is where meta-cognition, metaattention, and meta-awareness occur and that conscious awareness is in working memory (very limited). !

When you consciously reflect while reading, you are attending to the information and stabilizing the neural pathways of that being learned - this stabilization can involve hundreds of thousands of prior knowledge dendrites. The most important mental process the learner should be learning and using is reflection. That is where the most time in instruction should be allotted. Too often reflection is tacked on to instruction last and shallowly. !

Very important is the fact that when one reflects, the learning takes a route through the hippocampus to the prefrontal cortex to neural networks of prior knowledge. Think of the prefrontal cortex as that part of your brain that makes decision or thinks through things. Why is this important and what role does attention have go do with it?

Reflection occurs in working memory and distractions or multitasking by-passes the prefrontal cortex. Even if you learn while being distracted or multitasking, that learning is less flexible and more specialized, so you cannot retrieve the information as easily. To the degree you can learn while multi-tasking, you will use different brain systems (striatum) instead of by way of the hippocampus to the prefrontal cortex.

Reflection Students do not spontaneously engage in metacognitive thinking unless they are explicitly encouraged to do so through carefully designed instructional activities.

The common denominator and basis of all executive functioning (prefrontal cortex) is the ability to hold things in mind, step back, and reflect.

Reflection, internal dialogue within reflection, metacognition has to be taught.

The Core of the Metacognitive Approach to Transfer Learning - Reflective and Predictive Self-Testing Present reading instruction makes little use of the research on developing competence in an area of inquiry or research on learning across context and over time. Actual ongoing reflective metacognition instruction is the most neglected area of reading instruction in college reading courses. Strategies are important, but shallow without the mental processes of reflection.

Why are they important? Developing competence in an area of inquiry and being able to learn across context and time are essential for being able to apply what is learned in new context. The following metacognitive approach to transfer learning is dependent on reflective self-testing in the context of developing competence content.

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In order to develop competence in an area of inquiry, the learner need to •understand facts and ideas in the context of a conceptual framework

! ! !

•develop a deep foundation of factual knowledge •organize knowledge in ways that facilitate retrieval and application (Brannsford, 2001)

The core, the key, is metacognitive reflective self-testing that fosters developing competence in an area of inquiry

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Predicting: “Making predictions is a strategy in which readers use information from a text (including titles, headings, pictures, and diagrams) and their own personal experiences to anticipate what they are about to read (or what comes next). A reader involved in making predictions is focused on the text at hand, constantly thinking ahead and also refining, revising, and verifying his or her predictions. This strategy also helps students make connections between their prior knowledge and the text� (Fries-Gaither, 2011). Prediction piques our interest and is the foundation of curiosity, which is so often missing in developmental readers. Curiosity has to be developed and predicting and wanting to know whether the prediction is on target is the beginning of intrinsic motivation. Most developmental reading approaches do not foster intrinsic motivation. Reflective and predictive self-testing does.

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Metacognitive Process: Apply a plan an reflect on it. Reflection is the key to learning that connects working memory and the prefrontal cortex where executive functions such as planning, decision-making, problem-solving, application in new situations, etc. take place in the brain. The following is an example of the metacognitive approach to transfer learning - reflective self-testing. It is understanding concepts in the context of a conceptual framework that is the foundation of creative thinking, critical thinking, and application in new situation; it is not the other way around.

Second, within the process of reflecting, the learner needs to ensure that they are applying mental processes (later) that result in !

- Understanding facts and ideas in the context of a conceptual framework !

- Organizing knowledge in ways that facilitate retrieval and application !

- Developing a deep foundation of factual knowledge

“A key finding in the learning and transfer literature is that organizing information into a conceptual framework allows for greater “transfer”; that is, it allows the student to apply what was learned in new situations and to learn related information more quickly.” (Bransford)

v v v

Working Memory

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What is a Conceptual Framework? !

A conceptual framework is a group of concepts that are broadly defined and systematically organized to provide a focus, a rationale, and a tool for integrating and interpretation of information. !

Conceptual frameworks provide the big picture for learning, making associations, and making interconnections. !

The first thing a reader needs to do with a reading assignment, whether getting an overview of a textbook and/or a chapter, is to identify or construct a conceptual framework for the subject at hand. Content instructors should reinforce the conceptual framework to provide context for the facts and ideas of the reading. !

Key: Conceptual frameworks that are not over learned will not provide context for effective understanding of facts and ideas in the context of a conceptual framework. This is one of the most misunderstood aspects of transfer learning. Over learning means that the conceptual framework has meaning and the learner has re-exposed themselves to the conceptual framework with elaboration to the point that it is easily retrieved.

Questioning in Reflection

Does this concept fit within the conceptual framework?

Can I predict where this is going?

What do I already know?

Internal Dialogue Questions

Are there examples, explanations , or illustrations of the concepts?

How is what I am reading like or different that what I already know?

Internal Dialogue Questions: The reader always asks at least the internal dialogue questions (below) and answers those questions to themselves as they come to each title, question, heading, subheading, picture, and summary. For example, “What do I already know about the these concepts or ideas?” !

Metacognition – Internal Dialogue: a little background !

Metacognition From the Literature: “Metacognition is broadly defined as thinking about thinking. When students are taught to think about their own thinking, they gain knowledge and control of factors that affect learning—the self, the task at hand, and strategies to be employed (Baker & Brown, 1984; Palinscar & Brown, 1981). !

Note: Writing is a very powerful “thinking about thinking” mental process. !

Metacognition is not an instinctive process; therefore deliberate efforts must be made by teachers and students to call attention to it when it is occurring. Doing so can be difficult because the process often occurs as an internal dialogue, meaning there are no tangible or verbal cues to aid in awareness (Bransford et al., 2000; Wolfe & Brush, 2000). Second, the most successful strategies for teaching metacognition require the complete reorganization of a student’s thinking process, which involves much more than simply pointing out when metacognition is occurring (Perkins & Grotzer, 1997).

Bransford et al. (2000), warned that educators often make the misguided assumption that because metacognition takes the form of self-imposed internal conversation that students will develop this internal dialogue on their own. They emphatically state that this is not true. The point is that the better understood the entire concept of metacognition becomes, the more sophisticated the thinking process becomes. When given metacognitive training, the degree to which transfer occurs in different settings has been shown to increase (Bransford et al. 2000). However, significant discussion and practice with metacognition are required before students are able to sufficiently comprehend and accommodate the concept. In a highly recommended book by Bain (2004) that discusses the practices of the best college teachers, the concept of metacognition is mentioned and strongly implied throughout. To get students thinking about their thinking is an essential first step to their mental processes of learning and synthesis that are critical harbingers of transfer. (Ramocki, 2007)

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Note: The combined use writing and internal dialogue through inquiry improves metacognition.

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Donovan, Bransford, and Pellegrino (1999) describe metacognition as an internal dialogue that individuals develop in order to build skills for predicting learning outcomes and monitoring comprehension. (Gorsky, 2004) Because metacognition often takes the form of an internal dialogue, many students may be unaware of its importance unless the processes are explicitly emphasized by teachers (Bransford, 1999).

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Developing Internal Dialogue – SLOW DOWN Metacognition is a thinking processes that help the reader take control of their reading – think about their thinking or make their thinking visible.

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As we have just read, it is a mistake to think that readers will necessarily develop internal dialogue on their own or will learn how to engage in internal dialogue if the processes are not explicitly emphasized by instructors. It is very important that in developing internal dialogue driven by inquiry that the reader slows down and consciously engages in carefully designed inquiry and has an internal conversation with themselves and the text.

This is the most difficult part of helping readers develop internal dialogue. Telling the reader to slow down and ask questions and engage in internal conversation with themselves and the text will not work. It takes a lot of practice.

The First Rule: Deliberately re-expose yourself to the information if you want to retrieve it later.

It is a simple fact, the more exposure a learner has to new information they want to learn the greater the likelihood that the new information will move from short term memory (working memory) to long-term memory.

From the Research “The typical human brain can hold about 4 pieces of information for less than 30 seconds.

If something does not happen in that short stretch of time, the information becomes lost. If you want to extend the 30 seconds to, say, a few minutes, or even an hour or two, you will need to consistently re-expose yourself to the information. This type of repetition is sometimes called maintenance rehearsal. We know that “maintenance rehearsal” is mostly good for keeping things in working memory – that is for short periods of time” (Medina, 2008).

If the reader wants to hold on to the new information long enough for the brain to store and manipulate that information the reader needs to do something to give the working memory time to do its job. Deliberately re-expose yourself to the information if you want to retrieve it later is the first “rule of consolidation.” Highlighting the information in the textbook in order to come back to learn it later is just simply a mistaken strategy for learning. It is an example of trying to hold the information outside the brain – the trick is to re-expose yourself to the information, even if one highlights, in order for your own brain to store and manipulate the information if you want to learn most effectively.

The Second Rule: Deliberately re-expose yourself to the information more elaborately if you want the retrieval to be of higher quality.

“More elaborately” means thinking, talking or writing about what was just read. Any mental activity in which the reader slows down and mentally tries to connect what they are reading to what they already know is elaboration.

This means for the reader that he or she must slow down and have a conversation (reading, writing or talking) about what they are reading and wanting to learn in order for that information to be of a high quality. “High quality” means the information will be useable in the future for thinking reasoning or apply to new situations From the Research “We know that there is a better way to push information into long-term memory. That way is called “elaborative rehearsal” and it’s the type of repetition shown to be most effective for the most robust retrieval. A great deal of research shows that “thinking or talking” about an event immediately after it has occurred enhances memory for the event.” (Medina, 2008). The same is true for the information you are reading in a textbook The Third Rule: Deliberately re-expose yourself to the information more elaborately, and in fixed intervals, if you want the retrieval to be the most vivid it can be.

Forgetting occurs very rapidly if something is not done to strengthen new dendrites (learning). Research show us that a learner (reader) must not only re-expose themselves to new information they want to learn, but hat they also must think or talk about that information if they want to remember the information.

Research further shows that there are specific times for re-exposing ourselves to the information and elaborating on the information. We will go over the most important ones now:

Fixed Time Intervals for Re-exposing and Elaborating As the reader identifies what is important while reading, stop re-expose yourself to the information and elaborate on the it (have an internal dialogue, what do you already know about what you are reading, write about it (take notes in your own words), explain it to yourself out loud.

Note: This time interval is specifically for holding and expanding the time new information has in working memory, which gives you and your brain more time to manipulate the information before it can be forgotten.

When you have read a new topic or paragraph, explain to yourself what you have just read; this is reexposure to the information.

Note: This time interval and the remaining time intervals take advantage of the opportunity to strengthen newly grown dendrites.

When you finish studying, take a few minutes to re-expose yourself to the information and elaborate.

Within 90 minutes to 2 hours, re-expose yourself to the information and elaborate.

Review again the next day as soon as you can.

From the Research “When a reader reads nonstop, new information is subject to being confused with other information. “The probability of confusion is increased when content is delivered in unstoppable, unrepeated waves. This causes newly encoded information to reshape (interference) and wear away previously existing traces. Such interference does not occur if the information is delivered in deliberately spaced repetition cycles. (This is where the reader can take control of learning.) Repeated exposure to information in specifically timed intervals provides the most powerful way to fix memory into the brain. When the electrical representations of information to be learned are built up slowly over many repetitions, the neural networks recruited for storage gradually remodel the overall representation and do not interfere with neural networks previously recruited to store similarly learned information. This idea suggests that continuous repetition cycles create experiences capable of adding to the knowledge base, rather then interfering with existing knowledge base� (Medina, 2008).

Conceptual Framework Overarching Big Picture (Question) for FYE 105 What actions do I need to take to get from where I am to where I want to be?

What knowledge do I need to acquire to get from where I am to where I want to be?

As a student, how do I get from where I am to where I want to be ?

What habits do I need to acquire to get from where I am to where I want to be?

What resources do I need to be aware of to get from where I am to where I want to be?

What skills do I need to acquire to get from where I am to where I want to be?