Transcript GROUP # 4 - Leonel Madrid

Ann Brown a remarkable member of the graduate
school of education. Brown born in Portsmouth,
England on January 26, 1943 and developed her
education in her home country. Her academic
performance started slowly because of her
suffering from dyslexia, despite the fact that she
did not read until the age of 13, her educational
career continue extremely quickly. She received a
first class honors degree in psychology from the
University of London 1964, followed by a Ph D in
psychology in 1967 at the only age of 24.
Ann approached her first academic position as
assistant lecturer at the University of Sussex in 1966.
She returned to the University of Illinois where she
married Joseph C Campione also a member of the
graduate
school
of
education.
Brown Ph D degree in psychology was completed at
the University of London in 1967; her dissertation
was titled “Anxiety and Complex Learning
Performance in Children. She held faculty positions
at the University of Sussex, England, university of
Illinois, Champagne Urbana, Harvard university, end
the university of California Berkeley, Brown co edited
How People Learn Brain, Mind Experience and
School log emphasis (1999) served as president of the
American Educational Association and the National
Academy Education and won major career awards
from national associations in psychology and
education.
ACHIEVEMENTS IN EDUCATION
She was in the comprehension of children
learning which studied it from different pants of
views on a diversity theoretical perspective.
Experienced psychologist started her career
studying children in common laboratory
environment. After time move her work into
classroom setting. She always kept theoretical
and methodological orientation.
During her career Ann researched were
techniques for the study of children performance:
these techniques were created to guarantee
children development. Given her own experience,
she based her studies on children with learning
disabilities her psychological and educational
research began to prove previous and unknown
competence in young disadvantaged children.
Brown loved being in the classroom, often talking
comfortably with her students as they were
actively involved in learning how to learn. The
students also loved Brown. One FCL student,
Florencia Tuaumu, remarked in 2004 about her
1992–1993 FCL classroom, “It was almost like a
homecoming of sorts … it was something we had
always been able to do but never actually had the
chance … and now, the possibilities were
seemingly endless”
THE IMPORTANCE OF COMMUNITY OF
LEARNERS
In the early 1990s the Fostering a Community of
Learners' classrooms (FCL) research project
became renowned for modeling the practical
instantiation of a set of theoretically grounded “first
principles” of learning and teaching. When Jerome
Bruner and Courtney Cazden, among others, visited
FCL classrooms, they witnessed students talking,
writing, thinking, and using technology in the
service of both science understanding and literacy
skills in a classroom environment specifically
designed to support such activity
A major part of my personal effort in the design
experiment of creating community is to
contribute to a theory of learning that can
capture and convey the core essential features.
The development of theory has always been
necessary as a guide to research, a lens through
which one interprets, that sets things apart and
pulls things together. But theory development is
essential for practical implementation as well
FCL : became one of the most visible school
reform programs in the U.S.—well documented
for the quantitative achievements of its students
over successive years on both standardized
literacy tests and criterion-referenced tests in
both literacy and science developed within the
program, and also discussed in the writings of
numerous academic visitors.

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Cazden (2005) has described
participant structures in this way:
particular
FCL
Research rotations through several activities: (a)
individual research, reading, and note-taking; (b)
working at the computer to find new resources, emailing each other and outsiders or working on
their team's report and conferencing about it with
the teacher; (c) participating, initially under the
teacher's guidance.
Reciprocal
Teaching
(RT)
comprehension
discussions of texts—from books, the Internet, or
sections of their student reports.
Jigsaw groups: Periodically, as research teams
became more knowledgeable about their subtopics,
a student from each team met in an ad hoc group
with a member of each of the other teams and
taught them.
Cross-talk: When the students themselves realized
that Jigsaw teaching required them to know all
about their team's topic, not just their individual
sub-topic, they initiated an intra-team version of
Jigsaw that they named Cross-talk
IMPORTANCE OF METACOGNITION IN
THEORIES OF LEARNING AND INSTRUCTION
The implicit focus on metacognitive processes in
early theories of information processing and
cognitive development gave way to an explicit focus
in contemporary theories of learning and
instruction. Within a decade of the seminal work of
Flavell and Brown, hundreds of laboratory studies
had accumulated showing that metacognitive
knowledge and control were associated with more
successful.
METACOGNITION
Metacognition is thinking about thinking,
knowing "what we know" and "what we
don't know." Just as an executive's job is
management of an organization, a
thinker's job is management of thinking.
A thinking person is in charge of her behavior.
She determines when it is necessary to use
metacognitive strategies. She selects strategies to
define a problem situation and researches
alternative solutions. She tailors this search for
information to constraints of time and energy.
She monitors, controls and judges her thinking.
She evaluates and decides when a problem is
solved to a satisfactory degree or when the
demands of daily living take a temporary or
permanent higher priority.
Learning depends, in part, on the effective use of
basic cognitive processes such as memory and
attention, the activation of relevant background
knowledge, and the deployment of cognitive
strategies to achieve particular goals. To ensure
that the basic processes are used effectively, that
the activated knowledge is indeed relevant, and
that appropriate strategies are being deployed,
learners also need to have awareness and control
of their cognitive processes.
SOME IMPORTANT DISTINCTIONS
Cognitive strategies can be:
General
Specific

Specific cognitive strategies tend to be more
narrow strategies that are specified toward a
particular kind of task (such as drawing a picture
to help one see how to tackle a physics problem).
Specific strategies tend to be more powerful but
have a more restricted range of use. Effective
learners use both general and specific strategies.
General cognitive strategies are strategies
that can be applied across many different
disciplines and situations (such as
summarization or setting goals for what to
accomplish)
The basic metacognitive strategies
are:
 Connecting new information to former
knowledge.
 Selecting thinking strategies deliberately.
 Planning, monitoring, and evaluating
thinking processes
•
A cognitive strategy is a mental process or
procedure for accomplishing a particular
cognitive goal. For example, if students' goals are
to write good essays, their cognitive strategies
might include brainstorming and completing an
outline. The cognitive strategies that students
use influence how they will perform in school, as
well as what they will accomplish outside of
school. Researchers have found that effective
learners and thinkers use more effective
strategies for reading, writing, problem solving,
and reasoning than ineffective learners and
thinkers.