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Research on how deliberate practice combined with innate abilities lead to expertise.

Elanur, Actually, I was trying to find the movie that you mentioned about high-wire actor (Petit). Then I realized that you have already written here. What made me so impressed about him that he worked on that about 6 years. I have read somewhere "experts view mistakes as opportunities to learn", however, this man had no chance to do mistake. the story of the guy in this link http://ny.curbed.com/archives/2015/09/30/the_real_story_behind_philippe_petits_highwire_act_in_the_walk.php

Yes Yasin I totally agree with you about the mistake part but this man dedicated his life to perform on the wire between Twin Towers so I thought that someone who dedicates oneself to perform in a particular area develops expertise in that area eventually and we can call him an expert in being a juggler even he put his life in danger. By the way this is an extreme example of being an expert. I just try to make connections between dedication and developing an expertise through this example.

This article talks about the relation btw metacognition and expertise. It was published in 1998 in Instructional Science Journal. The main argument of this article is that metacognition is an important part of human abilities which are forms of developing expertise. To the extent that our goal is to understand the bases of individual differences in student academic success, we need to understand metacognition as representing part of the abilities that lead to student expertise.

When I was searching about the expertise this article was referred in several pice of papers. So I have reached this one. In this article aouthars mentioned about spontaneous expertise. I think it is a good work to read and understand relationship between expertise and learning development.

In the video, students are learning and getting expertise concepts by engaging different activities. Through activities students make some research about the topic and teachers help them to get deeper knowledge about topic by asking questions. In the activities, the source of knowledge not only teachers but also students themselves. I mean, students also learn from each other. Moreover, teachers' role is guiding and helping students when they stuck on something.

My conclusions from this video are: for students to develop expertise, teachers should scaffold them. Teachers should question the students and make them articulate their ideas. Moreover teachers should teach students as teams formed from expert teachers.

Dr Kalyuga is a Professor at the School of Education, the University of New South Wales, where he has worked since 1995. His research interests are in cognitive processes in learning, cognitive load theory, and evidence-based instructional design principles. His specific contributions include detailed experimental studies of the role of learner prior knowledge in learning (expertise reversal effect); the redundancy effect in multimedia learning; the development of rapid online diagnostic assessment methods; and studies of the effectiveness of different adaptive procedures for tailoring instruction to levels of learner expertise

This is a good writing which explains the paradox and gives specific examples on his issue.

This explains many things :) "The moral of the spotlight effect is that we think everyone is paying attention to everything we do, consumed with our tiny missteps and bad hair days, but they aren't. Why? Because they are busy thinking about you paying attention to their tiny missteps and bad hair days. The bad news is that people are pretty self-absorbed thinking others are paying attention to them. The good news is that people aren't paying that much attention to you, so don't worry so much about what others will think if you do x, y, or z."

"EXPERT" is a very powerful word. It gives many responsibilities to the people who are considered "experts" in their fields. As the writer says, "It is hard to let others know that you don't know everything they think you know." What professional and social pressure on people! I don't know how to get rid of such feelings but I think people should be aware of the fact that being a leader and at the same time an expert necessiates at least 20,000 hours of deliberate practice :-))

Here is the book review of the book. We were going to bring it to the class but it has been borrowed from the library :(( You can check it if you want to learn more about expertise and deliberate practice.

While googling the handbook I came across 25 quotes from the book. Here is the link: http://solutionfocusedchange.blogspot.com/2011/07/25-quotes-about-expertise-and-expert.html

This is an example of learning on an Island of Expertise. For example: A child is interested in dinosaur. The parents maybe make some activities which build an island of expertise. Activities could be a visit in a museum or a movie about the topic.

Similar projects can be done at schools about the animals or things around us (like visiting a dog barn or visiting a factory). Such visits may help students get motivated about the world around them.

He is a scholar and researcher from the Erasmus Universiteit Rotterdam (Europe) in the field of expertise development and deliberate practise.

http://link.springer.com/article/10.1007/s10648-012-9195-x#page-1 This is the article "Educational Implications of Expertise Reversal Effects in Learning and Performance of Complex Cognitive and Sensorimotor Skills" by Slava Kalyuga, Remy Rikers and Fred Paas (we omitted it from the readings but you can read additionally)

As the literature on expertise underscores, "thinking" or "metacognition" is a key factor in expertise. Dr. Cabrera, in this talk, discusses the weakness of 'encyclopedic' knowledge possessed by Ivy League students and harshly criticize them for they struggle to transfer those memorized knowledge. It could be said he addresses "a mile wide and an inch deep" approach taken by curriculum designers nowadays, which prevents deep understanding of issues that an expert is expected to have. According to him, "system is broken." As a result, he offers his own DSRP (Distinctions, Systems, Relationships, Perspectives) theory, which, in my opinion, summarizes what a "genuine expert" possesses in terms of knowledge transfer. Enjoy it!

The first problem is defined by Dan Lortie in The Apprenticeship of Observations (1975) as being acquainted with the task of teaching.The professor on the video emphasizes that in the countries where immagrants are most successful, teachers spend 50% of their work planning lessons, observing other classes and negotiating about the lessons. She also touches the problem of 'Toxic Environment' of schools for teachers where they gossip about their students and colleagues. She gives a successful school example in which professional development is a part of school culture. Can you list additional problems for teacher expertise faced in schools?

Although sharing ideas and instances about the classroom hours and students can be accepted as components of adult learning for teachers, gossiping about them can be a real barrier to develop on those areas. In my teaching experience, we prohibited the conversations about the negative issues happened in the school.

One important thing that we should remember is the non-academic experts. I think there are many important things that we will learn from non-academic experts. When I watch Arnavut Şevket, I always think that he is one of the best experts about birds of singing. a) The full documentary http://www.youtube.com/watch?v=4-M5JVR1JlM b) full, Arnavut Şevket http://www.youtube.com/watch?v=mFGdmRgJIgg

I had seen this one before, very enjoyable one. As you drew attention, non-academic experts can serve as different sources in our learning process of expertise.

İbrahim, Iam a bit lost about what the man saying? I think different sayings have different meaning. Am I right?

It would be useful to hear Bill Gates talking about ten thousand rule.

We will read more about expertise. Some readings will be from Ericsson.

:) Does this mean that we will be experts about learning after about 417 days? (10000/24)

That could be a little bit irrelavant but as I am also a big fan of the importance of pratice while reading the article lines from the film, Pride and Prejudice came to my mind and it made me laugh. It could sound a bit meaningless if you haven't watched the film, but I will try to explain. Lady Catherine, the aunt of Mr.Darcy (main guy) tries to insult Elizabeth (main girl) by saying that "no excellence in music is to be acquired, without constant practice" when she could not play the piano well. Elizabeth took her revenge from Mr.Darcy when he said to her "he did not have the talent of conversing easily with people he had never met before" and Elizabeth replies that "Perhaps you should take your aunt's advice and practice?" :) As the article implies no one should never underestimate the power of practice. Even you can realize that you are doing better at something at your second or third time. Imagine that you are doing the same thing ten thousand time?

The tedtalk related to how to learn things especially practical things is very enjoyful. In this video it is emphasized that everyone can learn whatever they want in twenty hours. But there are some requirements for this type of learning that are: deconstruct your skill, learn enough to self-correct or self-edit, remove practise barries, and prastice at least 20 hours. the only barrier to have any skill is only emotional.

2o hours to learn something sounds interesting. But, I don't think 20 hours would be enough to learn some practical things. Learning English can be a good example of that. Despite the many ads claiming to teach English in a short time, I have not come across any method to teach English in a short time.

It was really fun to watch.What drew my attention was the quote `The major barrier to skill acquisition isn`t intellectual...it`s emotional yet the quote reminded me of another quoate :)from the readings of this week `the journey to truly superior performance is neither for the faint of heart nor for the impatient.`Although both shares the view that once should be open, courageous,eager to learn, they differ in the sense that genuine expertise comes with struggle, sacrifice and there aren`t shortcuts as in learning how to play the guitar with `four chords`.Instead, one has to invest time wisely for a bit of a period of time to apply it as an expert.Take for example,art lessons.One cannot learn and paint in 20hrs if he/she is not very talented.