14 Matching Annotations
  1. Jan 2018
    1. Both studies found positive impacts on children’s skills at the end of the pre-k year but not later in elementary school.

      there is no evidence to suggest ece positively affects students later in elementary school

  2. Sep 2017
    1. Learners of all ages are more motivated when they can see the useful-ness of what they are learning and when they can use that information to dosomething that has an impact on others—especially their local communit

      How can we make opportunities for students to share and apply what they are learning with the community, especially in the current high-stakes testing environment?

    1. r example, it would be a mistakesimply to expose novices to expert models and assume that the novices willlearn effectively; what they will learn depends on how much they knowalready.

      How do we get all learners to think like experts?

    1. schools need to develop ways to link classroom learning toother aspects of students’ lives.

      Learning should be a life-long goal and skill applied throughout all aspects of children's lives. By connecting what happens at home to what happens at school, educators are instilling the belief that learning is an ongoing life skill allowing students to make meaning from their learning.

    2. undamental understanding about subjects, includinghow to frame and ask meaningful questions about various subject areas,contributes to individuals’ more basic understanding of principles of learn-ing that can assist them in becoming self-sustaining, lifelong learner

      Students are expected to engage in higher level thinking and learning including critical thinking, making connections across content, creative problem solving, and self-regulation in learning in order to prepare them for 21st century careers.

    1. earningismorethantheacquisitionoftheabilitytothink;it istheacquisitionofmanyspecializedabilitiesforthinkingaboutavarietyofthings

      Learning is not acquired naturally; it needs to be explicitly taught.

    2. Developmentormaturationisviewedas apreconditionoflearningbutnevertheresultof it. Tosummarizethisposition:Learningformsasuperstructureoverdevelopment,leavingthelatteressentiallyunaltered.

      Does development occur regardless of exposure to learning or does development occur because of learning?

    1. arning the parts in isolation is gen- erally easier, as Anderson et al. pointed out, but part learn- ing has the additional requirement of learning how to do the parts in combination, and if that requires considerable time and effort, the parts and combination method can b

      Students need to understand how the parts make up the end result. They need to understand the purpose and meaning behind learning.

    1. l, & Wood, 1992; Lesh & Zawojeski, 1992; Resnick, 1994). Particularly important has been situated learning's emphasis on the mismatch between typical school situa- tions and "real world" situations such as the workplace, where one needs to deploy mathematical knowledge

      The purpose of learning is to prepare children for the real world and future careers. Educators need to remember to include real world connections in order to provide meaningful learning experiences for students.

    1. earning is possible only when there is active assimilation . It

      Children are not able to learn new information unless they are ready to receive it or participate in active assimilation. Students' physical, mental, social, and emotional needs need to be satisfied before they are ready to process new knowledge.

    2. or instance, the ages which we have found in Geneva are not necessarily the ages which you w ould find in the United States. I

      It's interesting that the ages for demonstrating developmental stages varies across countries. This leads me to believe that developmental stages could also vary across cultures and classes within our country and expecting all children to hit these stages within a similar time frame is not realistic.

    1. Yet as a number of scholars have argued, access to normative disciplinary knowledge alone (a “sameness as fairness” approach) does not beget more expansive forms of equity

      This sentence makes me think of the debate of equality vs equity. Giving every student the same learning environment and resources does not mean each student will have the same opportunity to reach success. Students with learning disabilities, students who speak languages other than English, and students who live in poverty need to be given different supports in order to reach success. It reminded me of this image Image result

  3. Aug 2017
  4. instructure-uploads.s3.amazonaws.com instructure-uploads.s3.amazonaws.com
    1. This nondualist tradition can be traced backthrough the work of theorists as diverse as Marx,Heidegger, Vygotsky, and Dewey, to the work ofHegel (1807/1967), who argued that ‘the individualself is in no sense an immediately given elementof consciousness (as Descartes claims of hiscognito)but a socially created concept ... we are whollysocial products and social participants’ (p. 514).The mind, the individual, and the world withwhich we interact are not natural entities but his-torical and cultural products determined by humanpractices; their meaning – what they ‘are’ – is con-stituted through human activity.

      This reminds me of the ongoing debate of nature vs. nurture. This theory is supporting the theory of nurture in that one's environment and experiences have a lasting influence on their mind. This makes me think about the importance of school experiences as children spend the majority of their days in school. As educators, we have a tremendous responsibility to use this time to nurture students into successful individuals and to find meaning in their learning and experiences.

    1. Eachofyouwilltakeaturnasthegroup’sDiscussionLeaderforacycle

      How do we know when we are a discussion leader? Is there a space to sign up for a cycle?