- Nov 2018
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eipd.dcs.wisc.edu eipd.dcs.wisc.edu
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open or ill-structured tasks havebeen shown to increase group productivity
This confuses me. Why would an ill-structured task be better?
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Teaches social skills & civic values4. Teaches higher order thinking skills
So critical for success on the job
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- Oct 2018
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eipd.dcs.wisc.edu eipd.dcs.wisc.edu
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n requires students to compete with each other for gr
I never even thought of this as competition with each other, though it totally makes sense!
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eipd.dcs.wisc.edu eipd.dcs.wisc.edu
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We really need to step back and teach small group discussion and group work skills. Kind of sad.
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eipd.dcs.wisc.edu eipd.dcs.wisc.edu
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tudents can only achieve learning goals if they understand those goals, assume someownership of them, and can assess progres
True. But how does this align to the prior section where they are encouraged to set their own goals? Are we suggesting that even when setting their own goals, they might not understand what they are?
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personal interpretation of the meaning
I assume this means 'personal meaning'. Helpful in creating a sense of motivation and self responsibility
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motivational beliefs
Seems to be a really important factor for self regulated learning, and one that is largely innate. How might we instill motivation where it otherwise does not exist?
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eipd.dcs.wisc.edu eipd.dcs.wisc.edu
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academic success
this is not restricted to academic success. This applies to all of life.
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o detect subtle progress
Is there anything we can do to help them detect this subtle progress?
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he or she must possess the self-awareness and stra-tegic knowledge to take corrective action
In other words, he or she must own their own destiny.
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psycnet.apa.org psycnet.apa.org
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Information about sunk costs needs to be represented in the learner's memory in a generic form so that it will be recalled whenever this type of argument is made, regardless of the subject matter.
Strong argument for decontexualized learning.
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no obvious cues in the novel contexts that can trigger the recall of the thinking skills.
Interesting challenge.
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chilles' heel of transfer.
I love this! Being aware of something and consciously applying it are not the same.
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willingness to apply it.
This seems to be the crux. Knowing the skill set is not enough. One has to be willing to put the effort in to apply it.
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pontaneously use
This counters the idea of "conscious intent"
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he information explosion is yet another reason why specific instruction in thinking needs to be provided
apparently we haven't made much progress on this topic (thinking about the influence of social media).
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