We must help them understand why anyone might want to solve this problem or answer this question. We must remind them of the
connection between today's smaller question and the larger issues.
faith in their ability to succeed, if we ask about their attitudes
and their values as well as about their ability to understand, if we act excited, and if we ask them both to understand abstract
concepts and to see the relevance of those concepts to people's lives. We must appeal directly to their curiosity.
teaching students to understand, analyze, synthesize, evaluate
evidence, and so forth.
specific
abstract reasoning capacities.
ess telling and more asking.
bring models of knowledge with them to our classes, preconceptions that have
a profound influence on what they think they learn and how they react to what we tell them.
Relatively few people have fixed styles of learning
in which they can learn from only one kind of experience, but many people do have learning personalities in which they often
express preference for one approach or another.
If we provide that diversity, we can speak to different personalities while encouraging
everyone to expand their preferences, and to consider the joys of learning in new ways.
feel comfortable,
uneasiness, the tension that stems from intellectual excitement, curiosity,
challenge, and intense concern with a particular question, the tension that emerges primarily from the questions that we ask,
the challenges that we issue,
provisions an
author must make are the ones that lead a student to rectify incorrect responses.
work collaboratively in solving
important problems.
Think about uncovering it so your students can better understand it.
sustained, substantial, and positive influence on the way they think, act, or feel)
solve
create
a sense of control over their own education;
work will be considered fairly and honestly
try, fail, and receive
feedback from expert learners
Good Practice Emphasizes Time on Task
paradigms of reality are students likely to bring with them that I
will want them to challenge
challenge students to rethink their assumptions and examine their mental models of reality?
On Saturday I had the opportunity to join a group of very enthusiastic teachers to hear Alan November and Carl Jarvis speak at North Turramurra Primary School. That so many educators from across Sydney were keen to give up a Saturday is a testament to their desire to improve their teaching but also a measure of the respect these speakers garner.
How might we define intelligence? What do we mean when we speak of intelligence and what evidence do we seek when we look for it? Is it a singular, fixed attribute determined at birth or does it vary across time and environment?