Title page
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
Guided Cognition for Learning
Unsupervised Learning and the Design of Effective Homework
William B. Whitten, II, PhD
Graduate School of Education, Fordham University, New York, NY, USA
Mitchell Rabinowitz, PhD
Graduate School of Education, Fordham University, New York, NY, USA
Sandra E. Whitten, MA
Graduate School of Education, Fordham University, New York, NY, USA
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