There is a lot of modeling that goes on especially at the beginning. Meaning that, I respond a lot inopening discussions and the reason is because it sets the tone. The students take over after that. Ifyou sit back in those first two discussions, that also sets the tone,
Setting the tone of discussions early
Live-Roaming: Using Roam to teach students in college
I'd listened to this whole episode sometime since 2022-04-05, but didn't put it in my notes.
Mark Robertson delineates how he actively models the use of his note taking practice (using Roam Research) while teaching/lecturing in the classroom. This sort of modeling can be useful for showing students how academics read, gather, and actively use their knowledge. It does miss the portion about using the knowledge to create papers, articles, books, etc., but the use of this mode of reading and notes within a discussion setting isn't terribly different.
Use of the system for conversation/discussion with the authors of various texts as you read, with your (past) self as you consult your own notes, or your students in classroom lectures/discussion sections is close to creating your own discussion for new audiences (by way of the work your write yourself.)
https://www.buzzsprout.com/1194506/4875515-mark-robertson-history-socratic-dialogue-live-roaming.mp3
Seeing examples of outstanding work motivates students by givingthem a vision of the possible. How can we expect students to produce first-ratework, he asks, when they have no idea what first-rate work looks like?
Showing students examples of work and processes that they can imitate will fuel their imaginations and capabilities rather than stifle them.
crucial difference between traditional apprenticeships and modern schooling: inthe former, “learners can see the processes of work,” while in the latter, “theprocesses of thinking are often invisible to both the students and the teacher.”Collins and his coauthors identified four features of apprenticeship that could beadapted to the demands of knowledge work: modeling, or demonstrating the taskwhile explaining it aloud; scaffolding, or structuring an opportunity for thelearner to try the task herself; fading, or gradually withdrawing guidance as thelearner becomes more proficient; and coaching, or helping the learner throughdifficulties along the way.
This is what’s known as a cognitive apprenticeship, a term coined by Allan Collins, now a professor emeritus of education at Northwestern University. In a 1991 article written with John Seely Brown and Ann Holum, Collins noted a
In a traditional apprenticeship, a learner watches and is able to imitate the master process and work. In a cognitive apprenticeship the process of thinking is generally invisible to both the apprentice and the teacher. The problem becomes how to make the thinking processes more tangible and visible to the learner.
Allan Collins, John Seely Brown, and Ann Holum identified four pedagogical methods in apprenticeships that can also be applied to cognitive apprenticeships: - modeling: demonstrating a task while focusing on describing and explaining the steps and general thinking about the problem out loud - scaffolding: structuring a task to encourage and allow the learner the ability to try it themself - fading: as the learner gains facility and confidence in the process, gradually removing the teacher's guidance - coaching: as necessary, the teacher provides tips and suggestions to the learner to prompt them through potential difficulties
Omicron peak could be “long and drawn out”, Sage scientists warn as pressure mounts on NHS. (2022, January 3). Inews.Co.Uk. https://inews.co.uk/news/politics/omicron-covid-variant-uk-peak-long-drawn-out-sage-scientists-warning-nhs-1380110
Hobbes and Rousseau told their contemporaries things that werestartling, profound and opened new doors of the imagination. Nowtheir ideas are just tired common sense. There’s nothing in them thatjustifies the continued simplification of human affairs. If socialscientists today continue to reduce past generations to simplistic,two-dimensional caricatures, it is not so much to show us anythingoriginal, but just because they feel that’s what social scientists areexpected to do so as to appear ‘scientific’. The actual result is toimpoverish history – and as a consequence, to impoverish our senseof possibility.
The simplification required to make models and study systems can be a useful tool, but one constantly needs to go back to the actual system to make sure that future predictions and work actually fit the real world system.
Too often social theorists make assumptions which aren't supported in real life and this can be a painfully dangerous practice, especially when those assumptions are built upon in ways that put those theories out on a proverbial creaking limb.
This idea is related to the bias that Charles Mathewes points out about how we treat writers as still living or as if they never lived. see: https://hypothes.is/a/VTU2lFvZEeyiJ2tN76i4sA
Cauchemez, S., & Bosetti, P. (2021). A reconstruction of early cryptic COVID spread. Nature. https://doi.org/10.1038/d41586-021-02989-3
I watched Christian from Zettelkasten.de taking notes from a book. He’s a professional note-taker, and it still took him two hours to take four notes in the first video - it does take forever to make good permanent notes.
An example of someone taking notes in public to model the process. Also an example of the time it takes to make notes.
Has Dan Allosso (@danallosso) done something along these lines as an example on his YouTube channel?
was common among early modern authorsW and the notion of the merXchant as a model to imitate persisted through changes to new techniquesY
References to the merchant’s two notebooks as a model for student note taking was common among early modern authors, and the notion of the merchant as a model to imitate persisted through changes to new techniques.
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