Appendix IV. Guidelines for Authoring Guided Cognition Homework
by Sandra E. Whitten, Mitchell Rabinowitz, William B. Whitten II
Guided Cognition for Learning
- Cover image
- Title page
- Table of Contents
- Copyright
- Preface
- Acknowledgments
- Chapter 1. The Importance of Unsupervised Individual Learning in Education
- Chapter 2. Guided Cognition: A New Approach to Designing Effective Homework
- Chapter 3. Guided Cognition Effects in Learning Literature
- Experiments 1 and 2: Can Guided Cognition-Designed Homework Facilitate Learning for Average- and Advanced-Ability Literature Students?
- Experiments 3 and 4: Is Guided Cognition Effective When We Control Homework Study Time and When We Eliminate Teaching?
- Experiment 5: Can Learning Be Predicted by Time Spent on Either Traditional or Guided Cognition Homework?
- Experiments 6 and 7: Do the Benefits of Guided Cognition Persist, or Are They the Result of Novelty?
- Experiments 8 and 9: Is Guided Cognition of Unsupervised Learning Effective for Younger Students?
- Experiments 10 and 11: Do Process-Focused Metacognitive/Planning/Evaluative Cognitive Events Promote Learning as Do Content-Focused Cognitive Events? Which Individual Cognitive Events Are Effective fo
- Conclusions of Guided Cognition Research for Literature Homework Design
- Chapter 4. Guided Cognition Effects in Learning Mathematics
- Experiment 12: Can Guided Cognition-Designed Homework Facilitate Learning of Basic Geometry Concepts by Middle School Mathematics Students?
- Experiment 13: Can Guided Cognition-Designed Homework Facilitate Learning of Positive and Negative Integer Addition by Middle School Mathematics Students?
- Experiment 14: What Specific Skills and Strategies in Mathematics Can Be Learned More Effectively as a Result of Guided Cognition Homework?
- Experiment 15: How Does Guided Cognition Homework Promote Learning? Is the Gain Temporary or Is It Long Lasting?
- Experiment 16: Is Guided Cognition Homework Efficient for Learning Mathematics?
- Experiment 17: What Are the Long-Term Effects on Problem-Solving Ability of Trading Off Some Calculation Practice for Conceptual Thinking?
- Experiment 18: Can Merely Reading Completed Examples of Cognitive Events Facilitate Learning Mathematics?
- Experiment 19: Is There Very Long-Term Improvement in Problem-Solving Performance When Completed Guided Cognition Examples Were Merely Read?
- Experiment 20: Is Guided Cognition Homework Beneficial for Mathematics Students of Various Ability Levels?
- Experiment 21: Is the Guided Cognition Advantage Maintained Over a Very Long Time for Low- and Average-Ability Students?
- Experiment 22: Is Guided Cognition More Effective as an “Advance Organizer” or as a “Consolidator”?
- Conclusions of Guided Cognition Research for Mathematics Homework Design
- Chapter 5. Students' Perceptions and Preferences
- How to Think about Students
- Dimensions of Design
- The Value of Homework and Student Motivation
- What Do Students Think of Guided Cognition Design?
- Opinion Surveys 1 and 2: Students' Opinions of Guided Cognition Homework
- Experiments 23 and 24: If Given a Choice, Will Students Choose Traditional or Guided Cognition Homework?
- Experiments 25 and 26: Does Guided Cognition Homework Influence Subsequent Unguided Study of Advanced-Ability and Average-Ability Students?
- Will students accept Guided Cognition homework?
- Chapter 6. Theoretical Considerations
- How Does Each Cognitive Event Facilitate Learning?
- Frame for the Role Play Cognitive Event
- The Role Play Cognitive Event Could Help With Subsequent:
- Cognitive Processes Likely Elicited by the Role Play Cognitive Event
- Frame for the Relate to Prior Experience Cognitive Event
- The Relate to Prior Experience Cognitive Event Could Help With Subsequent:
- Cognitive Processes Likely Elicited by the Relate to Prior Experience Cognitive Event
- Frame for the Divergent Thinking Cognitive Event
- The Divergent Thinking Cognitive Event Could Help With Subsequent:
- Cognitive Processes Likely Elicited by the Divergent Thinking Cognitive Event
- Frame for the Visualize and Illustrate Cognitive Event
- The Visualize and Illustrate Cognitive Event Could Help With Subsequent:
- Cognitive Processes Likely Elicited by the Visualize and Illustrate Cognitive Event
- The Relation of Cognitive Events to Cognitive Processes
- Surface Structure and Deep Structure of Cognitive Events
- The Frame for the Role Play Cognitive Event as Used in Literature Homework
- The Frame for the Role Play Cognitive Event as Used in Mathematics Homework
- Chapter 7. Improving Unsupervised Individual Learning
- Chapter 8. Benefits and Applications of Guided Cognition Design
- Appendix I. Characteristics of the Participating Schools and Student Populations
- Appendix II. Experiments 3 and 4 Guided Cognition and Traditional Homework Questions from Part II of “The Secret Sharer”
- Appendix III. Experiments 10 and 11 Homework Materials for Conditions T, T + M, GC, and GC + M
- Appendix IV. Guidelines for Authoring Guided Cognition Homework
- References
- Index
-
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