October 30, 2023

According to Goleman, what are the components of emotional intelligence? What benefits might social-emotional learning have on students? In your view, how does emotional intellige

Based on the resources please reflect and answer the following question. (Be sure to exhibit careful thought and logical reasoning in your reflection response.)

According to Goleman, what are the components of emotional intelligence?
What benefits might social-emotional learning have on students?
In your view, how does emotional intelligence impact learning?
How might you incorporate social-emotional learning into the classroom?

Resources:

https://youtu.be/oGZKfKjDgVc?si=HdzWds7Q9l1NLeG4

https://youtu.be/j30KPuYiKII?si=w4hxULXPee-VjzOj

https://youtu.be/4wOWEGyO60o?si=Cg7jzLty86Q-CrG7

See attached

Grading:
Your answers to the chapter questions will be assessed based on the accuracy of your response. Each answer shall be no less than 50 words.

Santrockedu6e_PPT_Ch09_edit824.pptx

CHAPTER 9

Complex Cognitive Processes

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Learning Goals

Discuss conceptual understanding and teaching concepts.

Describe several types of thinking and ways that teachers can foster them.

Take a systematic approach to problem solving.

Define transfer and explain how to enhance it as a teacher.

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Complex Cognitive Processes

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Connecting with Teachers

Marilyn Whirry’s teaching philosophy centers around embracing and celebrating the art of learning

She feels teachers need to help students become motivated to search for knowledge and discover answers to questions about why and how

One of Marilyn’s most important goals as a teacher is to get students to think deeply as they read and write

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Conceptual Understanding

Concepts are categories that group objects, events, and characteristics on the basis of common properties

Concept formation

Learning about the features of concepts

Defining concepts and providing examples

Hierarchical categorization and concept maps

Hypothesis testing

Prototype matching

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Rule-example strategy (four steps):

Define the concept

Clarify terms in the definition

Give examples to illustrate key features or characteristics

Provide additional examples

Concept Map

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Hierarchical categorization – Students can know that a triceratops is a reptile because they know that dinosaurs are reptiles and that a triceratops is a dinosaur

Concept maps – Visual presentation of a concept’s connections and hierarchical organization

Promoting Concept Formation

Use the rule-example strategy

Help students learn what a concept is and what it is not

Provide clear, concrete examples

Relate new concepts to already-known concepts

Create concepts maps

Generate hypotheses about concepts

Match prototype

Check for understanding and generalization

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Enter the Debate

Can teachers teach students to think?

YES

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During a slideshow, text may be written on the slides in the yes/no boxes, and then saved for later reference.

Complex Cognitive Processes, 1

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Thinking

Involves manipulating and transforming information in memory

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Reasoning – Inductive

Reasoning from the specific to the general

Drawing conclusions about all members of a category based on observing some members

Requires repeated observations

Conclusions are never entirely certain and can be inconclusive

Is basic to analogies

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Reasoning – Deductive

Reasoning from the general to the specific

Used in solving puzzles or riddles

Occurs when students learn a general rule and understand how it applies to some situations but not others

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Critical Thinking

Thinking reflectively and productively and evaluating the evidence

Ways Teachers Encourage Thinking

Help students construct their own thinking

Use thinking-based questions

Provide positive role models for thinking

Be a thinking role model for students

Keep up-to-date on the latest developments in thinking

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Mindfulness – Key to critical thinking as well as being alert, mentally present, and cognitively flexible while going through life’s everyday activities and tasks

If a solid basis of fundamental skills (literacy and math skills) is not developed during childhood, adolescents will be unlikely to develop critical-thinking skills.

Decision Making, 1

Decision making involves thinking in which individuals evaluate alternatives and make choices among them

Confirmation bias: The tendency to search for information that supports our ideas rather than refutes them

Belief perseverance: The tendency to hold on to a belief in the face of contradictory evidence

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Decision Making, 2

Overconfidence bias: The tendency to have more confidence in judgments and decisions than we should, based on past experience

Hindsight bias: The tendency to falsely report, after the fact, that we accurately predicted the event

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Older adolescents make better decisions than younger adolescents; younger adolescents make better decisions than children. Most individuals make better decisions when they are calm.

Strategies for Making Good Decisions for Yourself and Your Students

Examine the costs and benefits of various outcomes

Avoid confirmation bias

Resist belief perseverance

Avoid overconfidence bias

Avoid hindsight bias

Read and think about what influences the adolescent decision-making process

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Creative Thinking

The ability to think about something in novel and unusual ways and come up with unique solutions to problems

Convergent Thinking Aims to produce one correct answer

Divergent Thinking Aims to produce many answers to the same question

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Steps in the creative process:

Preparation

Incubation

Insight

Evaluation

Elaboration

Teaching and Creativity

Strategies for becoming a more creative teacher:

Try to be surprised by something every day

Try to surprise at least one person every day

Each day, write down what surprised you and how you surprised others

Follow what sparks your interest

Wake up with a specific goal to look forward to

Spend time in settings that stimulate your creativity

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Ways to Improve Creativity, 1

Encourage creative thinking on an individual and group basis

Provide stimulating

environments

Encourage internal

motivation

Don’t overcontrol students

Guide students to help them think in flexible ways

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Ways to Improve Creativity, 2

Build students’ self-confidence

Guide students to be persistent and delay gratification

Encourage students to take risks

Introduce students to creative people

Connect with technology

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Complex Cognitive Processes, 2

Jump to long description

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Problem Solving

Involves finding an appropriate way to attain a goal

Find and frame problems

Develop good strategies:

Subgoaling

Algorithms

Heuristics

Means-end analysis

Evaluate solutions

Rethink and redefine problems and solutions over time

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Obstacles to Problem Solving

Fixation

Lack of Motivation

Lack of Persistence

Inadequate Emotional Control

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Fixation – Using a prior strategy and failing to look at a problem from a new perspective

A mental set is a type of fixation; an individual tries to solve a problem in a way that worked in the past.

Highly motivated people can focus on a problem and solve it; too much anxiety or fear can hinder a student’s ability to solve a problem.

Developmental Changes

Children’s ability to use rules increases

Children become better planners

Increased complexity of problem solving

Effective strategies in problem solving

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Problem- and Project-Based Learning

Problem-based learning emphasizes solving authentic problems like those that occur in daily life

Project-based learning emphasizes students working on real, meaningful problems to create tangible products

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Problem-based learning (5 phases):

Orient students to the problem

Organize students for study

Assist with independent and group investigations

Develop and present artifacts and exhibits

Analyze and evaluate work

Project-based learning environments (5 main features):

A driving question

Authentic, situated inquiry

Collaboration

Scaffolding

End product

Problem-Based Learning

Strategies for improving students’ problem solving

Provide opportunities to solve real-world problems

Monitor effective/ineffective strategies

Involve parents

Improve students’ use of rules, knowledge, and strategies

Use technology effectively

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Complex Cognitive Processes, 3

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Types of Transfer

	Learning Situation:
Near transfer →	Is similar to initial learning
Far transfer →	Is different from initial learning situation
Low-road →	Is previous learning almost unconsciously transfers to a new situation
High-road →	Is conscious and effortful

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Transfer – Occurs when a person applies previous experiences and knowledge to learning or problem solving in a new situation

High-Road Transfer Can Be…

	Learning Situation:
Forward-reaching transfer →	Occurs when students think about how to use information in a new situation
Backward-reaching transfer →	Occurs when students look back to previous situations for information to solve problems in a new context

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Cultural Practices and Transfer

Cultural practices may influence the ease or difficulty of knowledge transfer

Prior knowledge includes the kind of knowledge students acquire through cultural experiences

In some cases, cultural knowledge can support student learning and transfer; in other cases, it may interfere

For some students, cultural background may provide a minimal fit or transfer between what they have learned at home and what is taught in school

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Best Practices for Helping Students Transfer Information

Think about what students need to be successful

Give students opportunities for real-world learning

Root concepts in application; present, define, and have students generate examples for concepts

Teach for depth of understanding and meaning

Encourage students to engage in self-explanation

Teach strategies that will generalize

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Classroom Connections: Crack the Case—The Case of the Statistics Test

What are the issues in this case?

What went wrong for Cassandra?

What should she do differently if she wants to do better on the next test?

If you were the teacher of Cassandra’s class, how would you help your students to prepare for this type of test?

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This case is on page 343 of the text.

Reflection & Observation

Reflection:

What strategies have your teachers used to encourage complex thinking?

Why were they effective?

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This slide accompanies the video segment, Promoting Critical Thinking, on the McGraw-Hill DVD Teaching Stories: A Video Collection for Educational Psychology.

Appendix of Image for Long Descriptions

Complex Cognitive Processes Long Description

This figure consists of three rectangular boxes. There is a box on top that is labeled conceptual understanding. This box is connected to the two boxes below it. Starting from the left, the boxes are labeled what are concepts? and promoting concept formation.

Jump back to slide containing original image

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According to Goleman, what are the components of emotional intelligence? What benefits might social-emotional learning have on students? In your view, how does emotional intellige

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