6 Matching Annotations
  1. Sep 2017
  2. drive.google.com drive.google.com
    4ee008d59ec1aff698c908e7a4c12f6f.pdf
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    1. kamiller 11 Sep 2017
      Ontheonehandismaturation,whichdependsdirectlyonthedevelopmentofthenervoussystem;ontheotherhandislearning,whichitselfis also adevelopmenta

      This idea reminds me of Lawrence Kohlberg's stages of moral development, which is actually based on Piaget's work.

      All his ideas started from the research he performed with very young children as his subjects. He found out that children are faced with different moral issues, and their judgments on whether they are to act positively or negatively over each dilemma are heavily influenced by several factors. These factors also effect learning.

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  3. drive.google.com drive.google.com
    Situated Learning and Education
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    1. kamiller 11 Sep 2017
      eship learning. Abstract instruction can be very effective. In unpub- lished research, Singley found that abstract instruction leads to successful transfer, while concrete instruction can lead to failure of transfer.

      The ability to think concretely and abstractly is also associated with the ability to transfer what is learned from one context to another. I was thinking about this way of thinking and learning might obviously change for a student with a TBI (traumatic brain injury).

      It is often said that individuals with TBI have difficulty with abstract levels of thinking. Frontal lobe injury is typically identified as the source of this difficulty. In students with brain injury, impaired abstract thinking is frequently associated with reduced foresight, judgment, insight, reasoning, creativity, problem solving, and mental flexibility.

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  4. instructure-uploads.s3.amazonaws.com instructure-uploads.s3.amazonaws.com
    88b05cf680cfbadf59a6e236880d9f6c.pdf
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    1. kamiller 04 Sep 2017
      It is only when they themselves are in firm possession of this logical st r u ct u r e, w h en t hey h ave con st r uct ed it for t h emselves accor d in g t o the developmen t al law s which we shall discuss, that they succeed in understanding correctly the lin guistic expression .

      Isn't this the true meaning of learning? To understand a concept so well that they can logically explain it to themselves or another? That is when true mastery is accomplished.

    2. kamiller 04 Sep 2017
      sch ool a certificate of higher primary education . There is then a delay of four years, th at is, there are the same stages, but systematically delayed. So you see that these age variation s show that maturation does not explain everything.

      I wonder if delaying the start of school for younger children (ie. Kindergarten in the US) to match maturation levels, would in turn prove to be beneficial for the young child -as they try to absorb content.

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    instructure-uploads.s3.amazonaws.com/account_10430000000000001/attachments/5577744/Piaget 1964 Learning and Development.pdf
  5. Aug 2017
  6. drive.google.com drive.google.com
    S00682 1..6
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    1. kamiller 27 Aug 2017
      Discourse communities Cognitive objectivesClassrooms and schools extend broadersocial communityMastery of prerequisitesExplanation-based learningAuthentic activities Group and individual workTools of authentic practice Problem-solving tasksVaried levels of participation Skill practiceMentoring and apprenticeship MemorizationUse of representational tools and

      This feels a lot like the Community of Inquiry model. In that you are looking for ways to integrate social, teaching and cognitive presence in both the instruction and the learning. In order to deepen the educational experience.

    2. kamiller 27 Aug 2017
      Behind this ‘factoring assumption’, in turn, is afundamental division between the individualknower, knowledge, and the independent worldbased on the dualist ontological tradition of Kantand Descartes. From this perspective, the individ-ual is a container with a sort of substance (albeit,symbol-based) called ‘knowledge’ inside. Learningis the acquisition, construction, and qualitative re-organization of this substance (knowledge), andthe success of the learning process is measured bythe transfer (application) of this substance from oneplace (the context in which the knowledge wasacquired) to another (a different context in whichthat knowledge should be used).

      This to me represents the goal of educators, but also students (the learner). True knowledge and attainment of that knowledge occurs when it starts at one location and is transferred to another location - be it a person, a situation, or an individual thought. If you can start to connect what you know to other people, places or things, true learning then starts to occur.

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