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Troy Patterson

BBC - Future - Psychology: A simple trick to improve your memory - 0 views

www.bbc.com/...-hack-your-memory-learn-faster

msm291 studying studyskills

shared by Troy Patterson on 20 Dec 14 - No Cached
  • One of the interesting things about the mind is that even though we all have one, we don't have perfect insight into how to get the best from it.
  • Karpicke and Roediger asked students to prepare for a test in various ways, and compared their success
  • On the final exam differences between the groups were dramatic. While dropping items from study didn’t have much of an effect, the people who dropped items from testing performed relatively poorly: they could only remember about 35% of the word pairs, compared to 80% for people who kept testing items after they had learnt them.
  • ...3 more annotations...
  • dropping items entirely from your revision, which is the advice given by many study guides, is wrong. You can stop studying them if you've learnt them, but you should keep testing what you've learnt if you want to remember them at the time of the final exam.
  • the researchers had the neat idea of asking their participants how well they would remember what they had learnt. All groups guessed at about 50%. This was a large overestimate for those who dropped items from test (and an underestimate from those who kept testing learnt items).
  • But the evidence has a moral for teachers as well: there's more to testing than finding out what students know – tests can also help us remember.
anonymous

What teachers need to do, Noam Chomsky on assessment | Teaching using web tools - 0 views

annmichaelsen.com/...-do-noam-chomsky-on-assessment

assessment chomsky

shared by anonymous on 12 Jan 15 - No Cached
  • It doesn’t matter what we cover, it matters what you discover.”
  • That’s what teaching ought to be; inspiring students to discover on their own, to challenge if they don’t agree, to look for alternatives if they think there are better ones, to work through the great achievements of the past and try to master them on their own because they’re interested in them.
  • education is really aimed to just helping students get to the point where they can learn on their own because that’s what you’re going to do for your life, not just to absorb materials given to you from the outside and repeat it.
Ron King

The real reason why the US is falling behind in math - Opinion - The Boston Globe - 0 views

www.bostonglobe.com/...story.html

math edu why

shared by Ron King on 18 Feb 15 - No Cached
  • Ron King on 18 Feb 15
     
    If my seatmate on an airplane asks me what I do for a living, I tell the truth: I'm a mathematician. This generally triggers one of two responses. Either I'm told that I must be brilliant . . . or I hear about the person's inability to balance a checkbook. The truth is, I'm not brilliant, just persistent, and I hate balancing my checkbook. Both responses, however, point to a fundamental misunderstanding about what mathematics is supposed to do and its current - and unfortunate - trajectory in American education.
Troy Patterson

Diagnostic Teaching: Pinpointing Why Your Students Struggle - 2 views

www.teachthought.com/...teaching-why-students-struggle

msm322 teaching

shared by Troy Patterson on 27 Feb 16 - No Cached
  • 1. Fundamental curricular & unit design
  • 2. Complete all missing or incomplete assignments
  • 3. Differentiate assessments on non-mastered standards
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  • 4. Isolate and prioritize standards for mastery
  • 5. Choose new materials/resources that feature more transparent illustration of standard
  • 6. Daily use of student exit chart
  • 7. Student goal-setting & progress monitoring
  • 8. Beyond-the-classroom support systems
Troy Patterson

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

qz.com/...rning-how-to-fail-productively

msm313 math learning

shared by Troy Patterson on 29 Oct 15 - No Cached
  • 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.
Troy Patterson

How to Use Diigo's New Outlining Tool: Social Bookmarking Made Easy @coolcatteacher - 0 views

www.coolcatteacher.com/go-social-bookmarking-tutorial

compapps msm313

shared by Troy Patterson on 25 Oct 15 - No Cached
  • Troy Patterson on 25 Oct 15
     
    "One ream of paper is 6% of a tree! It is estimated that a page of paper costs 6 cents each in terms of waste."
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