Cognitive-Self:

Cognitive Information-Processing Theory (O'Malley & Chamot 1990)
1. Page 174 gives and overview of his theory.
  1. Stage 1 Declarative Knowledge Stage: L2 learner begins learning a new concept or skill. The learner uses mental strategies to aid him or herself.
  2. Stage 2 Associative Stage: the L2 learner begins to PRACTICE. The L2 uses strategies to practice the new info.
  3. Stage 3 Procedural Knowledge Stage: the new information the L2 learner learned becomes effortless. The student acquired procedural knowledge.
2. In the classroom: When students first learn the rules. The teacher tells the students the rules, then the students are listening and taking in the new information. 2. The students begin to practice the new rules and when they break a rule the teacher guides them, or reminds them. A few days or weeks later, the rules become automated.
The Self Regulation Theory: Theorist Winnie 2011:
1. Basically this is when the learner guides himself/ herself through the learning process.
2. 4 phases: 1. L2 learners tap into their background knowledge when learning a new skill, and break the task down into parts. 2. L2 learners set up a plan and makes goals to determine an "acceptable performance". 3. WHILE completing their tasks they monitor their performance. 4. AFTER completing a task, the L2 learner reflects on their performance.
3. 3 reasons: 1. When an L2 learner needs to learn a new task but lacks knowledge, the learner can self regulate by "filling in the gaps. 2. The L2 needs to "temporarily offload content into the environment. For example, drawing a concept map, or summarizing. 3. an "L2 learner monitors his or her learning and this takes effort.
4. In the classroom: When students first learn the rules. The teacher tells the students the rules, then the students are listening and taking in the new information. 2. The students begin to practice the new rules and when they break a rule the teacher guides them, or reminds them. A few days or weeks later, the rules become automated.
Schema Theory (Chi, Glaser &Reese 1982) (Mandler 2001) (Paas, Renkl, &Sweller 2004) (Leaver 2005)
1. This theory helps us understand learning strategies and concept development.
2. What is schema?? Schema is a mental structure by which the learner organizes information.
  3. The goal is to move schema from short term memory to Long term memory
    1. In the classroom: Ways to build schema: Sequencing, elaborating, and using information.

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Cognitive-Self:

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