Such shifts allow us to recognize the nascent ways students are stretching into new practices, and bring opportunities for productive assistance and learning into relief.
It is important to make learning as positive as possible. If they associate things they do not know with negativity, school will become a super uncomfortable place fore them.
valuate their hypotheses in light of what they have learned. At the comple-tion of each problem, students reflect on the abstract knowledge gained.
This is used quite often in science classes, particularly the scientific method. I like this because it encourages creativity while simultaneously expanding their knowledge.
PBL is well suited to helping studentsbecome active learners because it situates learning in real-world problemsand makes students responsible for their learning.
This goes back to the idea that each student's perspective of the world can lead them to different conclusions that are still valid
An infant quickly learns that a rattle it was given makes a rewarding noise when it is shaken, and this provides the infant with the ability to generate the noise at will.
I always wondered why babies are obsessed with rattles, and this concept makes a lot of sense. They are constructing a scheme by learning that they will hear a sound when they shake the rattle. Who would have known that just shaking a rattle can help babies learn so much?
Recognizing that this process occurs within each individual student at a different rate helps the teacher facilitate constructivist learning.
I think this concept has come a long way in the American education system. Before, we had a "survival of the fittest" mentality, but now students who are struggling can get individual attention to increase their learning ability.
veryday life, therefore, provides a necessary social backdrop in which to understand development
I think this is really important to highlight. As educators, we put so much of an emphasis on exams to determine how well the students are learning and that is the only way. However, small things, like a pointing gesture, where the students are not in that stressful graded environment, arguably learn better.
ure can be summarized as follows. We have a limited working memory that deals with all conscious activities and an effectively unlimited long-term memory that can be used to store schémas of varying degrees of automaticity. Intellectual skill comes from the con struction of large numbers of increasingly sophisticated schémas with high degrees of automaticity. Schemas both bring together multiple elements that can be treated as a single element and allow us to ignore myriads of irrelevant elements. Working memory capacity is freed, allowing processes to occur that otherwise would overburden working memory. Automated schémas both allow fluid performance on familiar aspects of tasks and—by freeing working memory capacity—permit levels of performance on unfa miliar aspects that other
Good summary of the entire reading
Some descriptions could easily be processed in an automatic fashion because they were familiar, whereas others required considerably more con scious processing because they did not connect with familiar procedures.
I wish I could actually see what examples they used.
mplexity. In summary, schema construction has two functions: the storage and organization of in formation in long-term memory and a reduction of working m
I can see how this would be essential to institute in a classroom setting.
Whereas, initially, working memory was considered a unitary construct, modern theories of working memoiy place a greater emphasis on partially independent proc
I guess that makes sense. That's why some people learn in different ways. Like, why some people are more visual learners than others.
ccepted. Working memory is capable of holding only about seven items or elements of info
I'm amazed it's that little. I would have thought it could be at least 20
Expertise in a particular domain does not guarantee that one is good athelping others learn it. In fact, expertise can sometimes hurt teaching be-cause many experts forget what is easy and what is difficult for students.
The worst teacher I've ever had was an "expert" in her craft. She was literally unable to explain how to do the things and assumed that we all had her skills. It was incredibly frustrating and I ended up not learning a thing from that teacher.
People’s abilities to retrieve relevant knowledge can vary from being“effortful” to “relatively effortless” (fluent) to “automatic”
This reminds me of the three types of students studying a foreign language. For some it requires a lot of effort to come up with a single word, which makes them frustrated and hate the language. The fluent speakers can take what they know and apply it to the questions being asked, and automatic speakers can speak the foreign language as well as their native language.
The fact that experts’ knowledge is organized around important ideas orconcepts suggests that curricula should also be organized in ways that leadto conceptual understanding.
I believe our curriculum should be more centred around the expert approach of taking concepts rather than our current approach to just memorizing.
The idea that experts recognize features and patterns that are not no-ticed by novices is potentially important for improving instruction. Whenviewing instructional texts, slides, and videotapes, for example, the informa-tion noticed by novices can be quite different from what is noticed by ex-perts
I definitely notice this a lot, particularly in math class. The teachers seem to know what the question the students will have so they are prepared to provide an answer.
there are limits on the amount of information that people can hold in short-term memory, short-term memory is enhanced when people are able tochunk information into familiar patterns
I'm surprised there are limits, I would have thought that there are some people who remember literally everything.
Instead, experts have acquired extensive knowl-edge that affects what they notice and how they organize, represent, andinterpret information in their environment.
This was C then of the question you asked in the lecture, right? I guessed correctly then because the more they know about something, the greater their skills will be.
Vygotsky stressed private (internal) speech
This personally helps me remember things. Key phrases or images that I can associate with what I am supposed to do.
Despite the frequent use of self-teaching, it fails to capitalize on the potential benefits of the social environment on learning.
I wonder if there is a way for home-schooled students to get this social enviornment.
Teachers who observe problems in learners’ performances provide correction, learners who do not fully comprehend how to perform a skill or strategy at the emulative level may ask teachers for help, and learners’ performances affect their self-efficacy.
This is super important for us future music educators. The students are looking up to us for guidance, we must lead them in the correct path.
Their self-efficacy may be lower because they believe that their performance is limited by their ability.
So how do we convince students that they can improve their learning ability? Is it even possible?
an occasional failure/ success after many successes/failures may not have much effect.
Then why do students focus so much on the bad grade instead of all of their good grades? Like, if they got 100% on 9 exams and a 50% on one exam, the student can't get that one 50% grade out of their head. Sometimes I feel that one failure helps motivate the student to do better. They know they can't be lazy and will have to work harder next time.