Group items tagged

The outcome, as it's usually represented, is that the children who were able to wait for an extra treat scored better on measures of cognitive and social skills many years later and had higher SAT scores. Thus, if we teach kids to put off the payoff as long as possible, they'll be more successful.But that simplistic conclusion misrepresents, in several ways, what the research actually found.

The outcome, as it's usually represented, is that the children who were able to wait for an extra treat scored better on measures of cognitive and social skills many years later and had higher SAT scores. Thus, if we teach kids to put off the payoff as long as possible, they'll be more successful.But that simplistic conclusion misrepresents, in several ways, what the research actually found.

It's not that willpower makes certain kids successful; it's that the same loose cluster of mental proficiencies that helped them with distraction when they were young also helped them score well on a test of reasoning when they were older.

A Mind Map converts a long list of monotonous information into a colorful, memorable and highly organized diagram that works in line with your brain's natural way of doing things.

He argues that 'traditional' outlines require that the reader scans the information from left to right and top to bottom, whilst the brain's natural preference is to scan the entire page in a non-linear fashion.

He argues that 'traditional' outlines require that the reader scans the information from left to right and top to bottom, whilst the brain's natural preference is to scan the entire page in a non-linear fashion.

The thing is, “personalized learning” isn’t our end goal. Creating learners is. Personalized learning is just the approach we use to get there – and we can personalize, personalize, personalize… but at the end of the year, if we haven’t created learners, we haven’t actually achieved our goal.

They know how to SELECT a challenge to solve. They know how to CONNECT to people and resources. They know how to REFLECT and share.

To understand the framework, it is important to be aware that no form of teaching per se is better than the others. When the teacher plans her teaching, she must choose which of the three forms she wants to practice, based on pedagogical reflections on educational philosophy, the overall purpose of education, the learning objectives and the teacher's and students' prerequisites.

In the polyphonic form, the objective is for students and teachers to gain mutual understanding and knowledge through dialogue and collaboration where both parties act as co-learners.

Communication within this form of teaching thus becomes polyphonic, and is initiated and controlled by both teacher and students.

7.  Teachers serve primarily as guides and facilitators of learning, not instructors.  The role of the teacher in the learning process has often been a major factor in the apparent division between cognitive constructivism and social/radical constructivism.  Teachers, in the cognitive constructivist perspective, are usually portrayed as instructors who "transmit knowledge."  The teacher instructs, while the learner learns.  In actuality, in the cognitive constructivist perspective, the role of the teacher is to create experiences in which the students will participate that will lead to appropriate processing and knowledge acquisition.  Consequently, cognitive constructivism supports the teacher as a guide or facilitator to the extent that the teacher is guiding or facilitating relevant processing.  Contrarily, since social and radical constructivism eschew any direct knowledge of reality, there is no factual knowledge to transmit and the only role for the teacher is to guide students to an awareness of their experiences and socially agreed-upon meanings.  This teacher as guide metaphor indicates that the teacher is to motivate, provide examples, discuss, facilitate, support, and challenge, but not to attempt to act as a knowledge conduit.

constructivism is a theory of knowledge acquisition, not a theory of pedagogy;

As a professor and as a teacher, we think a lot about how do you teach kids who can't pay attention or are distracted by irrelevancy or don't keep their memory neatly organized? It's a scary, scary thought.

So what we're seeing is less of a notion of a big idea carried through and much more little bursts and snippets. And we see that across media, across film, across, in Web sites, this idea of just do a little bit and then you can run away.

anytime you switch from one task to another, there's something called the "task switch cost," which basically, imagine, is I've got to turn off this part of the brain and turn on this part of the brain. And it's not free; it takes time.