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Roland O'Daniel

Mind - Research Upends Traditional Thinking on Study Habits - NYTimes.com - 0 views

www.nytimes.com/...07mind.html

shared by Roland O'Daniel on 07 Sep 10 - No Cached
  • “When students see a list of problems, all of the same kind, they know the strategy to use before they even read the problem,” said Dr. Rohrer. “That’s like riding a bike with training wheels.” With mixed practice, he added, “each problem is different from the last one, which means kids must learn how to choose the appropriate procedure — just like they had to do on the test.”
    • Roland O'Daniel
      Roland O'Daniel on 07 Sep 10
       
      Yet even more rationale for a variety of problems with different perspectives. I love that variety helps deepen a persons ability to differentiate similarities and differences!! Great stuff.
  • In one of his own experiments, Dr. Roediger and Jeffrey Karpicke, also of Washington University, had college students study science passages from a reading comprehension test, in short study periods. When students studied the same material twice, in back-to-back sessions, they did very well on a test given immediately afterward, then began to forget the material. But if they studied the passage just once and did a practice test in the second session, they did very well on one test two days later, and another given a week later.
Amber Ylisto

SRTrainingSummer09 / Chapter 6- Group 1 - 0 views

srsummer08.pbworks.com/Chapter+6-+Group+1

shared by Amber Ylisto on 07 Aug 09 - Cached
  • seen pages
    • Elizabeth Cloyd
      Elizabeth Cloyd on 07 Aug 09
       
      typo
  • kids need to read the whole book to understand the main ideas
    • Paul Rodrigues
      Paul Rodrigues on 07 Aug 09
       
      This is so not true. Targeted reading can provide students essential content and save time for other activities.
  • So you have to prioritize; you have to decide to teach a few things well and fully- let some other stuff slide.
    • Elizabeth Cloyd
      Elizabeth Cloyd on 07 Aug 09
       
      I'm glad to know this is acknowledged and acceptable
    • Elizabeth Cloyd
      Elizabeth Cloyd on 07 Aug 09
       
      Also, this is a must with semester long courses
  • ...42 more annotations...
  • Maybe we believe that kids need to read the whole book to understand the main ideas in our subject.
    • Jamie Poff
      Jamie Poff on 07 Aug 09
       
      I don't believe this at ALL. Quite possibly, I err on the opposite end fo the spectrum, where students don't know WHY they have a textbook. Perhaps, some of these new strategies can make in-class reading more productive and encourage more use of the book.
  • They need you, the teacher, to break the work into steps and stages, and to give them tools and activities and work habits that help.
    • Josh Yost
      Josh Yost on 07 Aug 09
       
      Scaffolding, vocabulary strategies really work well with breaking up text into manageable chunks for students.
  • Like the social studies teachers at Stagg High School, you could try to identify the 12 or 16 absolutely key, “fencepost” concepts in every course you teach. You might agree in principle that kids would do better to understand a dozen key ideas deeply, that to hear 1,000 ideas mentioned in passing. But what are the right fenceposts for your subject, your course?
    • Josh Yost
      Josh Yost on 07 Aug 09
       
      Finding these fencepost ideas is always difficult in a department where each person feels different topics require more coverage than others.
  • beyond the classroom
    • Paul Rodrigues
      Paul Rodrigues on 07 Aug 09
       
      definately a key to motivating readers. They need to know why it matters to them.
  • So you have to prioritize; you have to decide to teach a few things well and fully- let some other stuff slide.
    • Jamie Poff
      Jamie Poff on 07 Aug 09
       
      Ah. The "selective abandonment" approach. Reminds me of my days teaching Arts & Humanities -- 25 pages of random facts in the Core Content about the progress of Western, non-Western, and other indigienous visual art, drama, dance, literature, music, religion, philosophy, from time immemorial to present...all in 18 weeks of block scheduling.
  • have to decide to teach a few things well and fully- let some other stuff slide.
    • Hannah Cook
      Hannah Cook on 07 Aug 09
       
      what do you let slide and what to you cover? does each individual teacher decide this or is it done as a department?
  • Whatever our subject, we may believe that “the state requires us” to cover everything in the textbook, however thinly
  • This newer kind of test tries to determine not just whether students retain factual information, but whether, given an authentic problem, they can reason effectively.
    • Josh Yost
      Josh Yost on 07 Aug 09
       
      This is the step some students seem to miss: application of knowledge.
  • In fact, the 50 states differ widely in the sort of high-stakes tests they actually administer.
    • Paul Rodrigues
      Paul Rodrigues on 07 Aug 09
       
      Do we have any framework for the new KY tests? Like...standards, core content...?
  • But what are the right fenceposts for your subject, your course?
    • Lyndsey Timoney
      Lyndsey Timoney on 07 Aug 09
       
      good question
  • Sounds plausible, given the current fervor of politicians to supervise us, but we’d better be sure it is the reality
    • Elizabeth Cloyd
      Elizabeth Cloyd on 07 Aug 09
       
      This book must have been written during the Bush admin.
  • So you have to prioritize; you have to decide to teach a few things well and fully- let some other stuff slide.
    • Lyndsey Timoney
      Lyndsey Timoney on 07 Aug 09
       
      good point
  • Don’t leave kids alone with their textbooks We can harness the social power of collaboration, having kids work in pairs, groups, and teams at all stages of reading to discuss, debate, and sort-out ideas in the book.
    • Josh Yost
      Josh Yost on 07 Aug 09
       
      I find this works well in social studies, especially with topics that apply to events in the world today.
  • Don’t leave kids alone with their textbooks
  • to remember ideas, learners must act upon them. Period. You can have students move their noses above any number of pages, left to right, top to bottom, but that is neither teaching nor learning.
    • Lyndsey Timoney
      Lyndsey Timoney on 07 Aug 09
       
      love this
  • What’s Really on the State Test?
    • Jamie Poff
      Jamie Poff on 07 Aug 09
       
      in response to selective abandonment, I found in the A & H Core Content that most of it was unnecessary to do well on the test. Most of my students were able to perform at the Proficient/Distinguished level without a text...and without covering every single thing on the suggested list. Highly discouraging for a new teacher...effort, in a sense, wasted.
  • roe of textbooks
    • Amber Ylisto
      Amber Ylisto on 07 Aug 09
       
      typo
  • only a fraction (17% in mathematics for example) understand a field well enough to do higher-level operations or performances. (2000).
    • Lyndsey Timoney
      Lyndsey Timoney on 07 Aug 09
       
      not surprised
  • Sure, we can make students read daily sections of the textbook as a matter of compliance and obedience.
    • Amber Ylisto
      Amber Ylisto on 07 Aug 09
       
      Sounds really boring.
  • NAEP tells us
    • Lyndsey Timoney
      Lyndsey Timoney on 07 Aug 09
       
      what is NAEP?
  • cussedness
  • the content of any subject field has different levels of importance. There are some anchor ideas we ant students to understand in a deep and enduring way, others that are important to know about, and finally, some aspects where a passing familiarity is sufficient.
    • Lyndsey Timoney
      Lyndsey Timoney on 07 Aug 09
       
      very true
  • 1.Does the idea, topic, or process represent a big idea having enduring value beyond the classroom? 2.Does the big idea, topic, or process reside at the heart of the discipline? 3.To what extent does the idea, topic or process require uncoverage? 4.To what extent does the idea, topic, or process have the potential for engaging students?
    • Lyndsey Timoney
      Lyndsey Timoney on 07 Aug 09
       
      i like these questions?
  • the reform movements between1820-1850. There are four distinct strands which emerged during this period- religious renewal, abolitionism, the early women’s rights efforts, and workplace reform- each of which receives several pages of coverage in the textbook
  • making sure your kids can think like a scientist, a mathematician, a historian, or a writer.
  • Many books couldn’t be studied this way because information in earlier chapters is crucial for understanding later ones. But textbooks frequently can be easily subdivided.
    • Josh Yost
      Josh Yost on 07 Aug 09
       
      Another way to subdivide the chapter is to have students divide in groups and present their information in a creative way to their classmates.
  • Have empathy. Remember, not only are you a grownup and a subject matter expert, you have also read this textbook five or 10 times before. The material may seem easy to you, but it may really be Greek to the kids.
  • Jigsawing
    • Paul Rodrigues
      Paul Rodrigues on 07 Aug 09
       
      You can also pair proficient and poor readers and do a parallel reading in a jigsam format for added differentiation and support for struggling readers.
  • giving students support before and during reading
  • Make more selective assignments
  • Greek to the kids
    • Jamie Poff
      Jamie Poff on 07 Aug 09
       
      Especially if you teach a course in Greek. LOL. ;)
  • Choose wisely. Make more selective assignments
    • Jamie Poff
      Jamie Poff on 07 Aug 09
       
      This is particularly important for honors/excel students. Accelerated does not mean "do more of the same."
  • more are using constructed responses, items that present some data (a chart, article, or problem) and then ask students to work with it. This newer kind of test tries to determine not just whether students retain factual information, but whether, given an authentic problem, they can reason effectively.
    • Lyndsey Timoney
      Lyndsey Timoney on 07 Aug 09
       
      these are the best kind!
  • With jigsawing activities, when kids sit down to find the links between movements like abolitionism and worker’s rights, they are coming pretty close to “doing history,” not just dutifully accepting what the textbook says.
    • Josh Yost
      Josh Yost on 07 Aug 09
       
      This does require students to be trained in how to do effective jigsaw strategies.
  • assigning fewer pages
    • Jamie Poff
      Jamie Poff on 07 Aug 09
       
      Especially important for students in regular-pace and more slowly-paced groups. Do reading in class, alongside practice.
  • focus on making sure your kids can think like a scientist, a mathematician, a historian, or a writer.
    • Lyndsey Timoney
      Lyndsey Timoney on 07 Aug 09
       
      i like this statement
  • websites
    • Jamie Poff
      Jamie Poff on 07 Aug 09
       
      I finished a course last year by using my WJHS Wiki, a website with discussion forums you can build, ideas you can exchange, and digital copies of assignment lists, expectations, etc. it was pretty cool.
  • Have empathy.
  • The material may seem easy to you, but it may really be Greek to the kids.
    • Lyndsey Timoney
      Lyndsey Timoney on 07 Aug 09
       
      very true
  • similarities
  • laboring under tough requirements to “cover” material, having
  • ACCESS: Textbook Feature Analysis Directions: Use this activity to better understand the textbook in this class. Its purpose is to teach you how the textbook works by showing you what it is made of and how these elements are organized.
    • Amber Ylisto
      Amber Ylisto on 07 Aug 09
       
      Likes this.
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