Module 4

Chapter 9 in the Woolfolk text focuses on complex cognitive process. Some of the main key topics in this chapter consist of metacognition, learning strategies, problem-solving, creativity, critical thinking and argumentation, and transfer. One topic that really stuck out to me was metacognition; I have never heard of it before reading about it this week. According to Woolfolk (2016), "metacognition is the knowledge or awareness of self as knower” (p. 328). There are many different skills that a student can learn/use through metacognition such as "judging if you have the right knowledge to solve a problem, deciding where to focus attention, determining if you understand what you just read, devising a plan, strategizing with mnemonics, asking for help, reevaluating your plan and making changes to it if need be and then looking at your skill set and reaching your goal" (p. 328).I believe that this is a good way for students to develop their so-called learning style by trying out new skills associated with metacognition. This will help me out a great deal with the physical education students because there are some students, who just do not like playing sports or participating in physical activity. Allowing students to practice using metacognition and then determine what their passions may be; this relates to P.E. because we have many different units which allow students to play a wide variety for a select period of time, thus allowing them to improve on a certain skill.

Chapter 10 in the Woolfolk text focuses on learning sciences and constructivism. Woolfolk (2016) states, "learning sciences encompass research in psychology, education, computer science, philosophy, sociology, anthropology, neuroscience and other fields that study learning” (p. 370). As the chapter goes on to go into greater detail of learning sciences, Woolfolk mentions some common assumptions about learning sciences such as "experts have a deep conceptual knowledge (learning facts will not make you an expert), learning comes from the learner (processing information), schools must create effective learning environments (students in an active role), prior knowledge and beliefs are key (preconceptions) and reflection is necessary to develop conceptual knowledge (express and perform) "(p. 370-71).  I believe that students should take an active role in their education and should be able to have a wide of variety of knowledge such as the topics in the learning sciences or whatever they might choose. According to Woolfolk (2016), "constructivism is used to describe how public knowledge is created" (p.375). It is based on individual learning and is believed that through this individual learning, people use their knowledge and experience gained to help improve their thought processes and problem-solving skills. I think that constructivism would work better with older students because they are more capable to learn on their own outside of the traditional classroom.

In chapter 11, Woolfolk talks about social cognitive views of learning and motivation. This chapter was very interesting to me mainly because of the motivational aspect, because being an athlete for most of my life and working with athletes on a daily basis. I think that it is important for students and athletes to have a role model that they can model themselves after. This chapter talks about how a student can become self-efficient. Woolfok (2016) states, "self-efficacy is how one perceives his or her abilities in certain things" (p. 418). I hope that all of my students and athletes will beileve that they can accomplish anything that they set their mind to because they know they have the abilities to do so.