3 Matching Annotations
  1. Last 7 days
    1. This distinction is familiar in terms of the differences be­tween being able to remember something and being able to explain it.

      This quote is similar and generally related to the Feynman Technique. (see: https://fs.blog/2021/02/feynman-learning-technique/) It's based apparently on quotes attributed to Feynman which include:

      • "I couldn't reduce it to the freshman level. That means we really don't understand it."
      • "If you can't explain it to a six year old, you don't really understand it."
  2. Feb 2019
    1. A primary goal of this research is to understand the relationships between two key domains: (a) teacher thought processes and knowledge and (b) teachers’ actions and their observable effects. The current work on the TPACK framework seeks to extend this tradition of research and scholarship by bringing technology integration into the kinds of knowledge that teachers need to consider when teaching

      How can teachers instruct using what they know about teaching, their content knowledge about a subject, and their knowledge about technology tools that will help them to gain full student understanding?

  3. Jul 2018
    1. Understanding cannot simply be told; the learner has to actively construct meaning (or misconceptions and forget-fulness will ensue)

      Teachers must teach for understanding and this can only by done through giving students a chance to analyze and relate/transfer the information in a way that they understand.