In chapter 4 we were introduced to Cognitive Information Processing, how our minds or brains process, store, and filter acquired information. Chapter 5 discusses various cognitive learning processes that exist. The underlying them of this chapter, for me, is that in order to reach goals, one must be able to problem solve. In order to efficiently problem solve, one must be aware of one's cognitive process. Self regulation is key to the problem solving process. One must be able to identify a goal, monitor progress towards that goal, and if necessary make changes to meet said goal.
As a teacher, I feel that one of the most important tasks that I must do on a daily basis is problem solve. For example, in planning my lessons, I constantly backward plan. The book mentions that "backward planning" is a problem solving method typical of the novice,as a novice, this statement does not surprise me. I have been teaching for almost two years now, so naturally I find backward planning to be a vital tool. In planning backwards, I am able to avoid leaving out pertinent steps and/or information, that may be necessary for my students to meet and accomplish their goals for my lessons.
Questions for my peers:
Do any of you use backward planning in their classrooms? If so, what are some examples?
Did anyone recognize any strategies that they already incorporate, either in their personal education and/or classrooms? If so, which one(s)?
In reading the section on "Concept Learning", I could not help but wonder, Did the "concept map" develop out of this learning process? What are your thoughts?