This principle lays out the key metacognitive skills thatare critical to being an effective self-directed (also called “self-regulated ” or “ lifelong ” ) learne
To help students become lifelong learners we must allow them to learn on their own terms --> they have to evaluate their own learning, understand the demands of the task, be able track their own progress and adapt as needed all while planning their approach to this process. The in school space does not always lend to this structure.
ny set of learning principles is predicated on a definition oflearning. In this book, we define learning as a process that leads tochange, which occurs as a result of experience and increases thepotential for improved performance and future learning (adaptedfrom Mayer, 2002). There are three critical components to thisdefi nition:1. Learning is a process , not a product. However, because thisprocess takes place in the mind, we can only infer that it hasoccurred from students’ products or performances.2. Learning involves change in knowledge, beliefs, behaviors, orattitudes. This change unfolds over time; it is not fleeting butrather has a lasting impact on how students think and act.3. Learning is not something done to students, but rather some-thing students themselves do. It is the direct result of howstudents interpret and respond to their experiences— consciousand unconscious, past and present.
Definition of learning and it's components (Mayer, 2002)
interest
Interest studies have also focused on the different levels of engagement, connections between interest and knowledge and the connection between interest and positive affectie experiences.
dentity
As knowledge increases there is a change in identity and understanding of where participants sit in different circles. The process of learning also adds to the development of identity through interactions with family and peers; development of language; importance of agency (figuring out the world and understanding/ identifying the different possibilities of self); examples of socialization, power dynamics and social norms.
nd simultaneously builds up a senseof self as one who is knowledgeable.Attention to the role that identity development plays in sustaining the interestthat drives learning will also be key to a better understanding of self-initiated learn-
Identity development and self initiated learning
school-based learningis most heavily language based and information is taught out of context. In contrast,out of school learning more often relies on rich sensory information and affordslearning through imitation and observation in the context of knowledge use. An-other difference noted was the typical fusing of the intellectual and the emotional ininformal environments due to the primacy of the relationship between learner andteacher, in contrast to schools, which are more impersonal.
1973 Scribner and Cole OST: * Rich sensory info * Learning through imitation and observation * In context and through the use of knowledge * interpersonal because of relationship between learner and teacher
In school * heavily language based * taught out of context * impersonal 1. * * * 1. 1.
n a landmark review of work on out of school learningScribner and Cole [1973] define and distinguish characteristics of learning acrosscontexts of school and non-school.
Important theory work 1973 around OST work and in school work.
alearning ecology framework for studying the development of technological fluency ispresented (fig. 1)
Great Figure to explain the different contributing factors to fluency development. School is just one of six places this can happen.
Many students report that they use the computer muchmore often out of school than in school [Pew Reports, 2002], gaining access in theirown home, a relative’s home, or in the homes of friends. Others find computers touse in public spaces such as Internet cafes, computer clubhouses, or libraries. Out ofschool activities such as game playing with peers, apprenticeships with family mem-bers, being placed in a teaching role, or other kinds of informal arrangements allowfor expertise development while simultaneously supporting aspects of identity de-velopment such as a sense of belonging in a community, feelings of competence, andinterest developmen
This is another reason the OST is so important. MOre time is spend learning and discovering in this space.
well-documented, widely discussed,
Identifying this is only the first part, more research on how to close it is important. Maybe the two can be combined? If we focus on the global achievement gap first with our low income and minority students could that be the solution?
he average mental age of white American adults stood just above the edge of moronity at a shocking and meager thirteen … The … figure became a rallying point for eugenicists who predicted doom and lamented our declining intelligence, caused by the unconstrained breeding of the poor and feeble-minded, the spread of Negro blood through miscegenation, and the swamping of an intelligent native stock by the immigrating dregs of southern and eastern Europe.
Wow, interested how the cause of the problem had been assigned.
He should, indeed be considered by the examiner as a complete ignoramus knowing neither how to read nor write
How can this be if every person was not afforded the same opportunities to learn to read.
normal children of the same age or of an analogous level …
"normal" in 1905? I wonder how many BIPOC children were included in this group? If they are not represented in the groups, how can comparisons be made?
So much for his past.
There are many things about our past experiences that influence our lives. If the passage had been about boating and I have never boated, I would be unable to successful complete the task.