Group items tagged

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?

mentors are more likely than limiters to talk with their kids about how to use technology or the Internet responsibly—something that half of mentors do at least once a week, compared to just 20 percent of limiters.

They’re also the most likely to connect with their kids through technology, rather than in spite of it

children of limiters who are most likely to engage in problematic behavior: They’re twice as likely as the children of mentors to access porn, or to post rude or hostile comments online; they’re also three times as likely to go online and impersonate a classmate, peer, or adult.

once they do get online, limiters’ kids often lack the skills and habits that make for consistent, safe, and successful online interactions. Just as abstinence-only sex education doesn’t prevent teen pregnancy, it seems that keeping kids away from the digital world just makes them more likely to make bad choices once they do get online.

While limiters may succeed in fostering their kids’ capacity for face-to-face connection, they neglect the fact that a huge chunk of modern life is not actually lived face-to-face. They also miss an opportunity to teach their children the specific skills they need in order to live meaningful lives online as well as off—skills like compensating for the absence of visual cues in online communications; recognizing and adapting to the specific norms of different social platforms and sub-communities; adopting hashtags, emojis, and other cues to supplement text-based communications; and learning to balance accountability with security in constructing an online identity.

We can’t prepare our kids for the world they will inhabit as adults by dragging them back to the world we lived in as kids. It’s not our job as parents to put away the phones. It’s our job to take out the phones, and teach our kids how to use them.