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Troy Patterson

Learning Myths And Realities From Brain Science : NPR Ed : NPR - 0 views

  • The idea that individuals have different learning styles, such as auditory or kinesthetic, is a pernicious myth. Boser compares it to the flat-earth myth — highly intuitive, but wrong.
  • Almost 90 percent of respondents agreed that simply re-reading material is "highly effective" for learning. Research suggests the opposite.
  • On the topic of "growth mindset," more than one-quarter of respondents believed intelligence is "fixed at birth". Neuroscience says otherwise.
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  • Nearly 60 percent argued that quizzes are not an effective way to gain new skills and knowledge. In fact, quizzing yourself on something you've just read is a great example of active learning, the best way to learn.
  • More than 40 percent of respondents believed that teachers don't need to know a subject area such as math or science, as long as they have good instructional skills. In fact, research shows that deep subject matter expertise is a key element in helping teachers excel.
  • "Parents' opinions are important, but teaching is a real craft," Boser says. "A lot of science goes into it. And we need to do more to respect that."
Troy Patterson

Get Rid of Grade Levels: A Personalized Learning Recipe for Public School Districts | E... - 0 views

  • The problem with the current public education model is that it was created for the industrial revolution.
  • Harrisburg, South Dakota is taking concrete steps to go from teacher-driven to student driven learning.
Ron King

Is Student-Centered Learning Like Opening Pandora’s Box? | Blended Learners - 0 views

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    I recently met with a group of veteran teachers from “traditional” schools to discuss student-centered learning. Perhaps because most of the educators in my Personal Learning Network al…
Troy Patterson

The best way to understand math is learning how to fail productively - Quartz - 1 views

  • Students who are presented with unfamiliar concepts, asked to work through them, and then taught the solution significantly outperform those who are taught through formal instruction and problem-solving. The approach is both utterly intuitive—we learn from mistakes—and completely counter-intuitive: letting kids flail around with unfamiliar math concepts seems both inefficient and potentially damaging to their confidence.
  • So far, teachers have mixed reactions. They recognize that the approach is good but they worry about efficiency and standardized tests: will kids fall on high-stakes national and international tests?
  • Kapur uses the research to make his case. Students get more output (deeper learning) for the same input (hours of instruction), which presents another problem: teachers have to get out of the way. “They [teachers] say it’s stressful to teach this way,” he says. “It’s easier to tell them [students] what you know.”
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  • In fact, Kapur theorizes in one of his studies that direct instruction might close students’ minds. Once a teacher presents a solution, students may no longer see the possibility of other solutions, or more creative approaches.
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