How we learn
Introduction: The Three Representational Modes

• Linguistic Learning Mode
• Nonlinguistic Learning Mode
• Affective Learning Mode

Self, Metacognition, Cognition, Knowledge Systems

• Self-System
• Metacognition
• Cognition and Knowledge
• Other Supporting Learning Theories

Learning Concept Map

For more information on learning, click on the concept map or use the listing below.

Learning Essays

• Active Learning
• Affective
• Arousal
• Artifacts
• Bloom's Taxonomy
• Competencies
• Declarative Knowledge
• Delivery
  • Game
  • Pedagogy
  • Simulation
• Design Approach:
  • Inquisitory
  • Expository
• Design Architecture
  • Exploratory
  • Directive
  • Guided Discovery
  • Receptive
• Diversity, Teams, and Training
• eLearning
• Flow
  • Cyclical
  • Linear
  • System
• Learner Experience:
  • Absorbing
  • Doing
  • Interacting
  • Reflecting
• Facts, Concepts, Processes, Procedures, Principles
• Glossary
• History of Learning
• Instruction:
  • Inductive
  • Deductive
• Learning Framework
• Learning Styles
• Learning Theories
• Learning Quotes
• Learner Self Ratings
• Media
• Memory
• Miller's Magic Number
• Perceptual Control Theory
• Performance Gap
• Self-Confidence
• Knowledge, Skills, & Attitudes (KSA)
• Transfer of Learning
• Two Dimensional Modeling

Click for ISD Concept Map

Self, Metacognition, Cognition, Knowledge Systems

While Three Representational Modalities(TRiM) describes the components that show how we take in information; the Self, Metacognition, Cognition, Knowledge systems (SMCKs) describes the domains of knowledge. One of the first and best known knowledge domains is Bloom's Taxonomy. However, since the date of its creation in 1956 we have gained considerable knowledge about how we learn. (Marzano, 1998)

How TRiM fits in with SMCKs

We receive information linguistically, nonlinguistically, and affectively through our senses. This information or "presenting task" then passes through four human thought processing systems:

• Self-System — What value do we place upon the presenting task (we will do it or not)?
• Metacognitive System — Designs strategies for accomplishing the presenting task. How do we go about solving a complicated task?
• Cognitive System — Process the presenting task so that we may learn it.
• Knowledge Domain — The cognitive domain draws upon our knowledge domain for information that helps us to solve the presenting task.

References

Marzano, Robert J. (1998). A Theory-Based Meta-Analysis of Research on Instruction. Mid-continent Aurora, Colorado: Regional Educational Laboratory. Retrieved May 2, 2000 from http://www.mcrel.org/products/learning/meta.pdf

Notes