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Jill Bergeron

Habits of Mind for the New Year: 10 Steps to Actually Accomplish Your Resolutions | Edu... - 0 views

www.edutopia.org/...its-of-mind-agency-vicki-davis

resolutions habits goals

shared by Jill Bergeron on 08 Jan 14 - No Cached
  • Step 1: Name Your Year
  • Step 2: Name Your Goal
  • Step 3: Put Your Decision in Writing
  • ...11 more annotations...
  • Step 4: Evaluate Your Goal
  • Step 5: Find the Habits to Achieve Your Goal
  • Step 6: Assess Time Needed for Specific Habits
  • Step 7: Calendar Your New Habits
  • 7a. Schedule Large Habits
  • 7b. Aggregate Smaller Key Habits
  • Step 8: Set Up Visual Cues and Trigger Environments
  • Step 9: Enlist a Support Group
  • Step 10: Adapt and Reset
  • Count the Cost and Resolve to Change
  • Recommended Reading Problogger (19) by Darren Rouse and Chris Garrett The War of Art (20) by Stephen Pressfield Manage Your Day-to-Day (21) by Jocelyn Glei Platform (22) by Michael Hyatt Teach Like a Pirate (23) by Dave Burgess Fred Jones Tools for Teaching (24) by Fred Jones The Power of Habit (25) by Charles Duhigg
  • Jill Bergeron on 08 Jan 14
     
    This is a 10 step list on how to achieve goals in the new year. Very tangible steps.
Jill Bergeron

Integrating the 16 Habits of Mind | Edutopia - 0 views

www.edutopia.org/...habits-of-mind-terrell-heick

habitsofmind habits learning habits of mind

shared by Jill Bergeron on 21 Oct 14 - No Cached
  • Jill Bergeron on 21 Oct 14
     
    "New ways to think about how people learn."
Scott Nancarrow

How to Tap Memory Systems to Deepen Learning - MindShift - 0 views

www.kqed.org/...ory-systems-to-deepen-learning

shared by Scott Nancarrow on 29 Jun 21 - No Cached
  • When teachers have a better understanding of the brain’s memory systems, they can help students develop stronger study habits and engage them in deep learning. 
  • In classrooms, some students absorb and master these skills faster than others. Oakley calls these “race car learners” who zoom to the finish line. In contrast “other students have hiker brains,” says Oakley. “They get to the finish line, but more slowly.”
  • It’s also why many students struggle at following multi-step directions. It’s not a lack of focus. Their working memory simply does not have the capacity to “keep in mind” something like a five-step process –  unless they’ve practiced those steps so many times that it has become a routine that doesn’t require active thought. That’s why skilled teachers spend so much time at the beginning of the year establishing classroom procedures and thinking routines. These practiced routines can free up working memory space for students to learn novel material.
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  • Because many students don’t understand their working memory, they study ineffectively, she says. They read over their notes or stare at a list of vocabulary words and think “I’ve got it.” And they do have it in their brain – while they have their notes in front of them. But working memory is short term. Hiker students, in particular, need concrete strategies for moving material into long-term storage. 
  • Active learning is when “the student themself is grappling with the material,” says Oakley. “This really builds our procedural links in long-term memory. While you can be actively learning while you are staring at the professor, you can’t do that for very long.”
  • Offering brain breaks: Breaks are crucial to long-term memory formation. When students relax mentally, even for a minute or two, it gives their brain time to consolidate new learning.
  • Use the Jot-Recall Technique: Pause while teaching and help students check whether they’ve moved the material from working into long-term memory. Take one minute and have them jot down important ideas from class, jot down a sketch to visually represent their learning, or jot down key ideas from previous classes that relates to the topic at hand.
  • Teach Students How to Engage in Active Recall: Remember the student who looks at the vocabulary list and thinks they have it memorized? Teach students to regularly put away their notes or shut their book and see what they can recall.
  • Engage in Think-Pair-Share: Activities such as think-pair-share ask students to engage individually, engage with a partner and then engage with the class. In effect, they are interacting with the information three times in quick succession, helping strengthen their neural pathways.
  • Practice Interleaving: Interleaving involves mixing up practice problems instead of working on nearly identical activities over and over again.  This builds in active recall practice and cognitive flexibility as students have to consciously decide what information or procedure to apply to a given problem.
  • “The best way to make rapid progress is to make things tougher on yourself,” says Oakley, drawing on the concept of “desirable difficulties”,
  • And for those students who already feel like learning is a constant struggle? Remind them that speed isn’t smarts.
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