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Maria Guadron

Don't Lecture Me: Rethinking How College Students Learn | MindShift - 0 views

blogs.kqed.org/...g-how-college-students-learn-2

Peer instruction Mazur learning

shared by Maria Guadron on 26 Jun 12 - No Cached
  • But here’s the irony. “Mary is more likely to convince John than professor Mazur in front of the class,” Mazur says. “She’s only recently learned it and still has some feeling for the conceptual difficulties that she has whereas professor Mazur learned [the idea] such a long time ago that he can no longer understand why somebody has difficulty grasping it.”
  • But here’s the irony. “Mary is more likely to convince John than professor Mazur in front of the class,” Mazur says. “She’s only recently learned it and still has some feeling for the conceptual difficulties that she has whereas professor Mazur learned [the idea] such a long time ago that he can no longer understand why somebody has difficulty grasping it.”
  • But here’s the irony. “Mary is more likely to convince John than professor Mazur in front of the class,” Mazur says. “She’s only recently learned it and still has some feeling for the conceptual difficulties that she has whereas professor Mazur learned [the idea] such a long time ago that he can no longer understand why somebody has difficulty grasping it.”
  • ...2 more annotations...
  • But here’s the irony. “Mary is more likely to convince John than professor Mazur in front of the class,” Mazur says. “She’s only recently learned it and still has some feeling for the conceptual difficulties that she has whereas professor Mazur learned [the idea] such a long time ago that he can no longer understand why somebody has difficulty grasping it.”
  • But here’s the irony. “Mary is more likely to convince John than professor Mazur in front of the class,” Mazur says. “She’s only recently learned it and still has some feeling for the conceptual difficulties that she has whereas professor Mazur learned [the idea] such a long time ago that he can no longer understand why somebody has difficulty grasping it.”
  • Maria Guadron on 26 Jun 12
     
    "But here's the irony. "Mary is more likely to convince John than professor Mazur in front of the class," Mazur says. "She's only recently learned it and still has some feeling for the conceptual difficulties that she has whereas professor Mazur learned [the idea] such a long time ago that he can no longer understand why somebody has difficulty grasping it.""
George Dale

Conceptual Physics: Getting to Rainbows - 0 views

www.conceptualphysics.com/taxi.html

Hewitt quote physics conceptual

shared by George Dale on 11 Jun 12 - No Cached
  • George Dale on 11 Jun 12
     
    Great discussion of "Why conceptual Physics?" by the master himself, Paul Hewitt
Gary Bedenharn

Conceptual Physics: Paul G. Hewitt - 0 views

www.conceptualphysics.com/pghewitt.shtml

conceptual physics module 1

shared by Gary Bedenharn on 10 Jun 12 - No Cached
  • Gary Bedenharn on 10 Jun 12
     
    A conceptual way at looking at physics with doing less math to understand the concepts.
Heather Kurto

JTE v24n1 - Transfer of Learning: Connecting Concepts During Problem Solving - 0 views

scholar.lib.vt.edu/...dixon.html

learning transfer problem solving

shared by Heather Kurto on 07 Jun 13 - No Cached
  • There are several factors that affect learning transfer. These include whether students understand or simply memorize knowledge, the amount of time spent on learning the task, the amount of deliberate practice that is done beyond learning the task, the motivation of the student, how the problem is represented, the transfer conditions, and the metacognition of the solver (Dweck, 1989; Ericsson, Krampe, & Tesch-Romer, 1993; Johnson et al., 2011; Palinscar & Brown, 1984; Singley & Anderson, 1989).
  • A student’s comprehension of a problem and his or her ultimate ability to transfer concepts learned previously to the current problem is inextricably linked to his or her ability to properly represent the problem.
  • ognitive research shows that the organization of learning and how new learning relates to what a student already knows are the strongest predictors of how well a student will transfer knowledge (National Research Council, 2000). Schunn and Silk (2011) articulated, however, that in science and engineering students often “lack relevant conceptual frameworks or have frameworks that are not developed enough to support new learning adequately” (p. 9). The absence of such frameworks makes it difficult for students to connect and apply other knowledge where relevant.
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  • The problem solving process begins as soon as the problem solver generates enough information about the problem space to gain an understanding of the problem.
  • Representation in the problem-solving process refers to how the solver mentally represents the problem. The solver’s representation of the problem is directly related to his or her existing knowledge structure of the content of the problem.
  • Students have to increase their reflective practice to aid their metacognition and transfer of STEM concepts.
  • Different individuals have different conceptual knowledge and will make different associations to their knowledge. Exposure to the constraints and affordances of a particular context in which a problem exists will invariably influence the way in which the student represents a problem in a similar context.
  • Sanders (2009) admitted that it is difficult to prepare a teacher that is competent in all three bodies of knowledge, given the volume of content knowledge necessary to be an effective science, mathematics or technology educator.
  • This pedagogical approach is not without its challenges, as students may still compartmentalize their knowledge. Also, it is often difficult logistically and in terms of instructional timing for teachers across STEM discipline to collaborate effectively (Crismond, 2011; Kimbell & Stables, 2008).
  • Good and poor problem solvers differ in their recall of information from previously encountered problems and by extension their ability to transfer concepts to the target problem. This difference exists because poor problem solvers tend to remember surface similarities between problems, while good problem solvers remember underlying conceptual structures that make two problems similar although they have different surface features (Sutton, 2003).
  • Until student assessment methods are modified to reflect less dependency on standardized tests, engineering and technology educators will garner greater collaboration from math and science teachers when the latter can see that engineering and design-based curriculums does improve students’ ability to solve standardized test problems.
lkryder

Minding the Knowledge Gap - 0 views

www.aft.org/...christodoulou.cfm

facts knowlege short term memory long term memory schema thinking learning

shared by lkryder on 16 Jun 14 - No Cached
  • In the meantime, I've written a book, from which this article is drawn, about all that I've learned from my research. In my book, I focus on what I identify as seven myths, or widely held beliefs, that dominate our educational practice. I start with the myth that teaching facts prevents understanding, because this (along with my second myth, that teacher-led instruction is passive) is the foundation of all the other myths I discuss. These myths have a long pedigree and provide the theoretical justification for so much of what goes on in schools. Taken together, all seven myths actually damage the education of our pupils. But here, let's focus on facts and the role knowledge has in our understanding.
  • Why Is It a Myth? My aim here is not to criticize true conceptual understanding, genuine appreciation of significance, or higher-order skill development. All of these things are indeed the true aim of education. My argument is that facts and subject content are not opposed to such aims; instead, they are part of it. Rousseau, Dewey, and Freire were wrong to see facts as the enemy of understanding. All the scientific research of the last half-century proves them wrong. The modern bureaucrats and education experts who base policy and practice on their thinking are wrong too, and with less excuse, as they have been alive when evidence that refutes these ideas has been discovered. Rousseau was writing in the 18th century; Dewey at the turn of the 20th; Freire in the 1970s. Research from the second half of the 20th century tells us that their analyses of factual learning are based on fundamentally faulty premises.
  • If we want pupils to develop the skills of analysis and evaluation, they need to know things. Willingham puts it this way:23 Data from the last thirty years lead to a conclusion that is not scientifically challengeable: thinking well requires knowing facts, and that's true not just because you need something to think about. The very processes that teachers care about most—critical thinking processes such as reasoning and problem solving—are intimately intertwined with factual knowledge that is stored in long-term memory (not just found in the environment).
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  • The main reason they do not work is because of a misguided, outdated, and pseudoscientific stigma against the teaching of knowledge. The evidence for the importance of knowledge is clear. We have a strong theoretical model that explains why knowledge is at the heart of cognition. We have strong empirical evidence about the success of curricula that teach knowledge. And we have strong empirical evidence about the success of pedagogy that promotes the effective transmission of knowledge. If we fail to teach knowledge, pupils fail to learn.
  • By neglecting to focus on knowledge accumulation, therefore, and assuming that you can just focus on developing conceptual understanding, today's common yet misguided educational practice ensures not only that pupils' knowledge will remain limited, but also that their conceptual understanding, notwithstanding all the apparent focus on it, will not develop either. By assuming that pupils can develop chronological awareness, write creatively, or think like a scientist without learning any facts, we are guaranteeing that they will not develop any of those skills. As Willingham and others have pointed out, knowledge builds to allow sophisticated higher-order responses. When the knowledge base is not in place, pupils struggle to develop understanding of a topic.
  • In a lot of the training material I read, these knowledge gaps were given very little attention. Generally, the word "knowledge" was used in a very pejorative way. The idea was that you were supposed to focus on skills like analysis, evaluation, synthesis, and so forth. Knowledge was the poor relation of these skills. Of course, I wanted my pupils to be able to analyze and evaluate, but it seemed to me that a pupil needed to know something to be able to analyze it. If a pupil doesn't know that the House of Lords isn't elected, how can you get him to have a debate or write an essay analyzing proposals for its reform? Likewise, if a pupil doesn't know what the three branches of government are in the United States, how can she understand debates in the papers about the Supreme Court striking down one of Congress's laws?
  • lkryder on 16 Jun 14
     
    From American Educator, AFT - A Union of Professionals Teaching facts is critical to developing higher order thinking skills. An excellent case is made and the origins of our disdain for teaching facts in the works of Rousseau, Dewey, Freire and others is examined.
  • lkryder on 16 Jun 14
     
    I think this article compliments some earlier discussions I saw on Bloom's Taxonomy in our class and also some of the discussions I saw on Common Core. I would be interested in what the K-12 folks think about this article.
Alicia Fernandez

The adult learner: A neglected species - 0 views

files.eric.ed.gov/...ED084368.pdf

adult learning theory andragogy adult education adult learners

shared by Alicia Fernandez on 03 Jun 14 - No Cached
  • Alicia Fernandez on 03 Jun 14
     
    Seminal Knowles' book which conceptualized andragogy and adult learning theory.
  • Alicia Fernandez on 03 Jun 14
     
    Seminal Knowles' book which conceptualized andragogy and adult learning theory.
Catherine Strattner

Defining Critical Thinking - 0 views

www.criticalthinking.org/...766

critical thinking

shared by Catherine Strattner on 29 Jun 12 - No Cached
  • Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. In its exemplary form, it is based on universal intellectual values that transcend subject matter divisions: clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness.
  • Critical thinking can be seen as having two components: 1) a set of information and belief generating and processing skills, and 2) the habit, based on intellectual commitment, of using those skills to guide behavior. It is thus to be contrasted with: 1) the mere acquisition and retention of information alone, because it involves a particular way in which information is sought and treated; 2) the mere possession of a set of skills, because it involves the continual use of them; and 3) the mere use of those skills ("as an exercise") without acceptance of their results.
  • Critical thinking of any kind is never universal in any individual; everyone is subject to episodes of undisciplined or irrational thought. Its quality is therefore typically a matter of degree and dependent on, among other things, the quality and depth of experience in a given domain of thinking or with respect to a particular class of questions. No one is a critical thinker through-and-through, but only to such-and-such a degree, with such-and-such insights and blind spots, subject to such-and-such tendencies towards self-delusion. For this reason, the development of critical thinking skills and dispositions is a life-long endeavor.
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  • Critical thinking is self-guided, self-disciplined thinking which attempts to reason at the highest level of quality in a fair-minded way.  People who think critically consistently attempt to live rationally, reasonably, empathically.   They are keenly aware of the inherently flawed nature of human thinking when left unchecked.  They strive to diminish the power of their egocentric and sociocentric tendencies.  They use the intellectual tools that critical thinking offers – concepts and principles that enable them to analyze, assess, and improve thinking.  They work diligently to develop the intellectual virtues of intellectual integrity, intellectual humility, intellectual civility, intellectual empathy, intellectual sense of justice and confidence in reason.  They realize that no matter how skilled they are as thinkers, they can always improve their reasoning abilities and they will at times fall prey to mistakes in reasoning, human irrationality, prejudices, biases, distortions, uncritically accepted social rules and taboos, self-interest, and vested interest.  They strive to improve the world in whatever ways they can and contribute to a more rational, civilized society.   At the same time, they recognize the complexities often inherent in doing so.  They avoid thinking simplistically about complicated issues and strive to appropriately consider the rights and needs of relevant others.  They recognize the complexities in developing as thinkers, and commit themselves to life-long practice toward self-improvement.  They embody the Socratic principle:  The unexamined life is not worth living, because they realize that many unexamined lives together result in an uncritical, unjust, dangerous world. ~ Linda Elder, September, 2007
  • Catherine Strattner on 29 Jun 12
     
    Different ways to conceptualize a definition for critical thinking.
Joan McCabe

Getting to know you: Activities for young students - 0 views

office.microsoft.com/...oung-students-HA001144331.aspx

creating profiles first day activities ice breakers

shared by Joan McCabe on 16 Jun 12 - No Cached
  • My profile This is a simple activity in which the students fill in the blanks, and you learn more about them. On a piece of paper, draw a simple profile (forehead, nose, mouth, and chin). Have your students put the following information inside the profile: Name Color of eyes Color of hair Favorite time of day Favorite color Favorite sport Favorite subject Something I did that I'm proud of Birthplace Something that makes me laugh Favorite food Favorite animal Favorite song Favorite TV show You can post the profiles in the classroom or create a display in the hall along with the students' real photos. For another variation, you can use drawing software or the overhead projector to sketch the students' actual profiles instead of the generic one.
  • Joan McCabe on 16 Jun 12
     
    Most of these are first day "getting to know you" activities for the F2F classroom. Some can be re-conceptualized however, for the online learning environment.
Alicia Fernandez

Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education - 0 views

www.anitacrawley.net/...GarrisonAndersonArcher2000.pdf

Community of Inquiry higher education teaching presence social presence cognitive presence

shared by Alicia Fernandez on 11 Jun 14 - No Cached
  • Alicia Fernandez on 15 Jun 14
     
    The purpose of this study is to provide conceptual order and a tool for the use of computer-mediated communication (CMC) and computer conferencing in supporting an educational experience. Central to the study introduced here is a model of community inquiry that constitutes three elements essential to an educational transaction-cognitive presence, social presence, and teaching presence. Indicators (key words/phrases) for each of the three elements emerged from the analysis of computer-conferencing transcripts. The indicators described represent a template or tool for researchers to analyze written transcripts, as well as a guide to educators for the optimal use of computer conferencing as a medium to facilitate an educational transaction. This research would suggest that computer conferencing has considerable potential to create a community of inquiry for educational purposes
Alicia Fernandez

A CONSTRUCTIVIST MODEL FOR THINKING ABOUT LEARNING ONLINE - 0 views

www.rcet.org/...constructivist_theory.pdf

constructivist model online learning

shared by Alicia Fernandez on 25 Jun 14 - No Cached
  • Alicia Fernandez on 25 Jun 14
     
    This paper provides a brief overview of constructivist learning theory and explores its implications for instruction in terms of the design of online learning environments that are learner-centered, knowledge-centered, assessment-centered, and community centered. It then presents a model for organizing thinking about technology-mediated learning within a social constructivist frame. The RCET model distinguishes three interacting domains of knowledge construction -- conceptualization, representation, and use --within which the unique affordances and constraints of the online medium and their effects on learning can be scrutinized. It is hoped that so narrowing the focus of inquiry might guide research to pursue findings which can meaningfully inform practice and advance online learning.
Joan Erickson

LD OnLine :: Technology-Supported Math Instruction for Students with Disabilities: Two ... - 0 views

www.ldonline.org/...es_of_Research_and_Development

shared by Joan Erickson on 01 Jul 10 - Cached
  • One kind of cognitive task that can be offloaded to a computer is converting text, symbols, and mathematical notations. These tools can support students who have difficulty decoding text and symbols
  • Too often, special education students study mathematics by first learning isolated skills. Then they apply these skills by solving narrowly defined math problems that are purported to provide practice for these skills. Unfortunately, this strategy often leads to the practice of rote procedural skills
  • inert knowledge
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  • students may have the mathematical knowledge and procedures they need but may be unable to use them because they lack the conceptual understanding that allows them to match their knowledge to the problem situation
  • anchored instruction
  • declarative, procedural, and conceptual.
  • Joan Erickson on 01 Jul 10
     
    LD strategies for math education
Joan McCabe

Bloom's Digital Taxonomy - 0 views

edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy

thinking learning blooms taxonomy digital

shared by Joan McCabe on 28 Jun 10 - Cached
  • Joan McCabe on 29 Jun 12
     
    Another revised version of Bloom's Taxonomy for the digital age. We have actually done most of the things on this chart for this class already. I think this is helpful in conceptualizing our own courses.
Kristen Della

Learning Theory (wikipedia) - 0 views

en.wikipedia.org/...Learning_theory_(education)

Psychology education process cognitive emotional environmental learning behavior conceptual philosophical behaviorism cognitivim constructivim objectively

shared by Kristen Della on 05 Jun 11 - Cached
  • Kristen Della on 05 Jun 11
     
    In psychology and education, learning is commonly defined as a process that brings together cognitive, emotional, and environmental influences and experiences for acquiring, enhancing, or making changes in one's knowledge, skills, values, and world views (Illeris, 2000; Ormorod, 1995). Learning as a process focuses on what happens when the learning takes place. Explanations of what happens constitute learning theories. A learning theory is an attempt to describe how people and animals learn, thereby helping us understand the inherently complex process of learning. Learning theories have two chief values according to Hill (2002). One is in providing us with vocabulary and a conceptual framework for interpreting the examples of learning that we observe. The other is in suggesting where to look for solutions to practical problems. The theories do not give us solutions, but they do direct our attention to those variables that are crucial in finding solutions. There are three main categories or philosophical frameworks under which learning theories fall: behaviorism, cognitivism, and constructivism. Behaviorism focuses only on the objectively observable aspects of learning. Cognitive theories look beyond behavior to explain brain-based learning. And constructivism views learning as a process in which the learner actively constructs or builds new ideas or concepts.
Nicole Arduini-Van Hoose

Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education - 0 views

auspace.athabascau.ca/...critical_inquiry_in_a_text.pdf

shared by Nicole Arduini-Van Hoose on 13 Jul 11 - No Cached
  • Nicole Arduini-Van Hoose on 13 Jul 11
     
    provides conceptual order and a tool for the use of CMC and computer conferencing in supporting an educational experience.
efleonhardt

Why Teach with an Interdisciplinary Approach? - 2 views

serc.carleton.edu/...why.html

shared by efleonhardt on 01 Jun 14 - No Cached
  • First, by helping students identifying insights from a range of disciplines that contribute to an understanding of the issue under consideration. Second, by helping students develop the ability to integrate concepts and ideas from these disciplines into a broader conceptual framework of analysis.
  • how to foster learning when students bring powerful pre-existing ideas with them to the learning proces
  • First, by helping students identifying insights from a range of disciplines that contribute to an understanding of the issue under consideration. Second, by helping students develop the ability to integrate concepts and ideas from these disciplines into a broader conceptual framework of analysis
  • ...1 more annotation...
  • dents develop an appreciation of the differences between disciplines on how to approach a problem and their discipline specific rules regarding viable evidence. This leads to a broader understanding of the issue under investigation
  • efleonhardt on 01 Jun 14
     
    Benefits to interdisciplinary teaching
Catherine Strattner

StudentEngagementwithSchoolCriticalConceptualandMethodologicalIssuesoftheConstruct.pdf ... - 0 views

www.fifeschools.com/...ogicalIssuesoftheConstruct.pdf

engagement motivation

shared by Catherine Strattner on 15 Aug 12 - No Cached
  • Catherine Strattner on 15 Aug 12
     
    Article discusses different conceptualizations of motivation and engagement.
Amy M

Connecting with Experts in the Real World: Educators Learn to Teach Science From the Pr... - 1 views

www.edutopia.org/connecting-experts-real-world

shared by Amy M on 19 Jul 12 - Cached
  • ratorium's Teacher Institute, explains the conceptual design of their new-teacher-induction program. "Beginning teachers are immediately introduced into an established community of exemplary science teachers who themselves are part of a professional community of learners at the Exploratorium
  • mentees
  • nsylvania. The program provides technical and writing support as well as an opportunity for teachers to collaborate with their peers on the development of Web-based resources
  • Amy M on 19 Jul 12
     
    ways to connect to experts in the field
Catherine Strattner

Teaching_Presence_in_the_SUNY_Learning_Network.pdf (application/pdf Object) - 2 views

ualbany.mrooms.net/..._the_SUNY_Learning_Network.pdf

teaching presence

shared by Catherine Strattner on 15 Jul 12 - No Cached
  • Joan McCabe on 15 Jul 12
     
    In the present study we review ongoing issues of pedagogy and faculty development, and their relationship to student satisfaction, and reported learning in SLN. We provide an overview of the SLN program, and summarize a conceptual framework for our current research on higher education, online learning environments. This framework integrates research on how people learn [2], with principles of good practice in higher education [3] and recent research on learning in asynchronous learning networks (ALNs) in higher education [4]. We also present results of a follow-up study on one aspect of the model, "Teaching Presence".
  • ...1 more comment...
  • Catherine Strattner on 17 Jul 12
     
    The purpose of teaching presence is to support cognitive presence.
  • Amy M on 21 Jul 12
     
    Teaching presence vs. social presence
  • Catherine Strattner on 22 Jul 12
     
    Anchored discussion can provide opportunities to develop all three facets of teacher presence in one activity.
Gary Bedenharn

Ñandutí >>Benefits of Early Learning - 0 views

www.cal.org/...marcos.html

conceptual module 1 benefits learning

shared by Gary Bedenharn on 11 Jun 12 - Cached
  • Gary Bedenharn on 11 Jun 12
     
    Benefits of being bilingual
Gary Bedenharn

http://net.educause.edu/ir/library/pdf/CSD4903.pdf - 0 views

net.educause.edu/...CSD4903.pdf

conceptual module 1 classroom

shared by Gary Bedenharn on 11 Jun 12 - No Cached
  • Gary Bedenharn on 11 Jun 12
     
    Strategies for differential instruction for an online course.
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