Vermunt and Verloop's frame work- Sedighe Eyvazi

Vermont and Verloops frame work 



Vermunt developed a theoretical frame work around cognitive, affective and metacognitive dimensions.

Vermunt and Verloop use the same dimensions and made a categorization of learning activities.

They define metacognitive regulation of learning as: having control over cognitive and affective processing of subject matter.

Categorization of learning activities :

Cognitive processing: Relating/ structuring- Analyzing -

Applying- Memorizing/rehearsing- Critical processing- Selecting.

<p align="right" class="MsoNormal" dir="RTL" style="text-align:left"><span dir="LTR" style="font-size:14.0pt;line-height:115%;font-family:"Times New Roman","serif"; mso-ascii-theme-font:major-bidi;mso-hansi-theme-font:major-bidi;mso-bidi-theme-font: major-bidi">Affective/motivational: Motivating/expecting- Concentrating- Attributing/judging oneself- Appraising- Dealing with emotions.

<p align="right" class="MsoNormal" dir="RTL" style="text-align:left"><span dir="LTR" style="font-size:14.0pt;line-height:115%;font-family:"Times New Roman","serif"; mso-ascii-theme-font:major-bidi;mso-hansi-theme-font:major-bidi;mso-bidi-theme-font: major-bidi">Metacognitive regulation: Planning- Monitoring/testing- Adjusting-Evaluating.

<p align="right" class="MsoNormal" dir="RTL" style="text-align:left"><span dir="LTR" style="font-size:14.0pt;line-height:115%;font-family:"Times New Roman","serif"; mso-ascii-theme-font:major-bidi;mso-hansi-theme-font:major-bidi;mso-bidi-theme-font: major-bidi">   Authors argue that using the frame work to analyze learning task, questions, assignments and examination questions will help achieve a better balance of learning activities and will help what the term “destructive frictions” between teachers and learners.

<p class="MsoNormal" dir="RTL" style="text-align: left;"><span dir="LTR" style="font-size:14.0pt;line-height:115%;font-family:"Times New Roman","serif"; mso-ascii-theme-font:major-bidi;mso-hansi-theme-font:major-bidi;mso-bidi-theme-font: major-bidi">   <span dir="LTR" style="font-size:14.0pt;line-height:115%;font-family:"Times New Roman","serif"; mso-ascii-theme-font:major-bidi;mso-hansi-theme-font:major-bidi;mso-bidi-theme-font: major-bidi">Sternberg’s model of abilities as developing expertise: 

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<p class="MsoNormal" dir="RTL" style="text-align: left;"><span dir="LTR" style="font-size:14.0pt;line-height:115%;font-family:"Times New Roman","serif"; mso-ascii-theme-font:major-bidi;mso-hansi-theme-font:major-bidi;mso-bidi-theme-font: major-bidi">1) Metacognitive styles: refers to people's understanding and control of their thought processes.

<p align="right" class="MsoNormal" dir="RTL" style="text-align:left;tab-stops:124.3pt right 451.3pt"><span dir="LTR" style="font-size:14.0pt;line-height:115%;font-family:"Times New Roman","serif"; mso-ascii-theme-font:major-bidi;mso-hansi-theme-font:major-bidi;mso-bidi-theme-font: major-bidi">Seven particularly important metacognitive skills are: problem cognition, problem definition, problem definition, problem representation, strategy formulation, resource allocation, monitoring of problem solving and evaluation of problem solving and evaluation of problem solving.

<p align="right" class="MsoNormal" dir="RTL" style="text-align:left;tab-stops:124.3pt right 451.3pt"><span dir="LTR" style="font-size:14.0pt;line-height:115%;font-family:"Times New Roman","serif"; mso-ascii-theme-font:major-bidi;mso-hansi-theme-font:major-bidi;mso-bidi-theme-font: major-bidi">2) Learning skills: these are seen as sometimes explicit, when we make an effort to learn, or implicit when we pick up information incidentally, without any systematic effort.

<span style="font-size:14.0pt;line-height:115%;font-family:"Wingdings 3"; mso-fareast-font-family:"Wingdings 3";mso-bidi-font-family:"Wingdings 3"">          <span dir="LTR" style="font-size:14.0pt;line-height:115%;font-family:"Times New Roman","serif"; mso-ascii-theme-font:major-bidi;mso-hansi-theme-font:major-bidi;mso-bidi-theme-font: major-bidi">3) Thinking skills: there are three main kinds of thinking skill that individuals need to master: <span style="font-size:14.0pt;line-height:115%;font-family:"Wingdings 3"; mso-fareast-font-family:"Wingdings 3";mso-bidi-font-family:"Wingdings 3"">           <span dir="LTR" style="font-size:14.0pt;line-height:115%;font-family:"Times New Roman","serif"; mso-ascii-theme-font:major-bidi;mso-hansi-theme-font:major-bidi;mso-bidi-theme-font: major-bidi">- Critical thinking skills, including: analyzing, judging, evaluating, comparing and contrasting, and assessing.

<p align="right" class="MsoNormal" dir="RTL" style="text-align:left;tab-stops:124.3pt right 451.3pt"><span dir="LTR" style="font-size:14.0pt;line-height:115%; font-family:"Times New Roman","serif";mso-ascii-theme-font:major-bidi; mso-hansi-theme-font:major-bidi;mso-bidi-theme-font:major-bidi">- Creative thinking skills, including: creating, discovering, imagining, supposing, and hypothesizing.

<span style="font-size:14.0pt;line-height:115%;font-family:"Wingdings 3"; mso-fareast-font-family:"Wingdings 3";mso-bidi-font-family:"Wingdings 3"">       <span dir="LTR" style="font-size:14.0pt;line-height:115%;font-family:"Times New Roman","serif"; mso-ascii-theme-font:major-bidi;mso-hansi-theme-font:major-bidi;mso-bidi-theme-font: major-bidi">- Practical thinking skills which are involved when intelligence is applied to real world contexts. <span style="font-size:14.0pt;line-height:115%;font-family:"Wingdings 3"; mso-fareast-font-family:"Wingdings 3";mso-bidi-font-family:"Wingdings 3"">          <span dir="LTR" style="font-size:14.0pt;line-height:115%;font-family:"Times New Roman","serif"; mso-ascii-theme-font:major-bidi;mso-hansi-theme-font:major-bidi;mso-bidi-theme-font: major-bidi">4) knowledge: declarative knowledge is knowledge of facts, principles, laws etc. Procedural knowledge is knowledge of strategies-knowing how. <span style="font-size:14.0pt;line-height:115%;font-family:"Wingdings 3"; mso-fareast-font-family:"Wingdings 3";mso-bidi-font-family:"Wingdings 3"">           <span dir="LTR" style="font-size:14.0pt;line-height:115%;font-family:"Times New Roman","serif"; mso-ascii-theme-font:major-bidi;mso-hansi-theme-font:major-bidi;mso-bidi-theme-font: major-bidi">5) Motivation: while it is necessary for school success, Sternberg has tended not to consider motivation to the same extent as the cognitive elements. <span style="font-size:14.0pt;line-height:115%;font-family:"Wingdings 3"; mso-fareast-font-family:"Wingdings 3";mso-bidi-font-family:"Wingdings 3"">          <span dir="LTR" style="font-size:14.0pt;line-height:115%;font-family:"Times New Roman","serif"; mso-ascii-theme-font:major-bidi;mso-hansi-theme-font:major-bidi;mso-bidi-theme-font: major-bidi">6) Context: all the elements above are seen as characteristics of the learner but Sternberg notes that all these processes are affected by and can in turn affect the context in which they operate.

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