- Jul 2016
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lincs.ed.gov lincs.ed.gov
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TEAL Center Metacognitive Processes Fact Sheet
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TEAL Center Universal De-sign for Learning Fact Sheet
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Evaluate the quality of the learning experience and make adjustments, as needed, while assess-ing needs for further learning
This is often the piece that is missing from my district's PD.
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TEAL Center
(Teaching Excellence in Adult Literacy)
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citeseerx.ist.psu.edu citeseerx.ist.psu.edu
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One of the reasons for choosing mathematics is that mathematics is often seen as a dry subject, restricted to1formulaic (pun intended) problem-solving strategies. What few students realize is that this dull conceptualization of mathematics is very different from how practicing mathematicians see it
! This could go a long way in solving the U.S.'s aversion to the subject. It is not socially acceptable to admit that we can't read but the whole country finds it normal to say they can't do math (usually in response to errors in basic calculations or lines of thinking).
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Through video games, simulations, puzzles, and interactive software, students can engage and play with ideas, propose solutions, and test them.
= Gamification of learning and Maker Ed
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These seven cognitive tools are: perceiving, patterning, abstracting, embodied think-ing, modeling, play, and synthesizing. Each of these is described in greater detail below. We assert that these "tools," or habits of mind, comprise a frarnework for trans-disciplinary creativity and can serve as the basis for the kinds of curricula that are essential for the "con-ceptual age"
? Would these be classes or would they be taught within already existing classes?
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Trans-disciplinary knowledge helps students move beyond looking for one "correct" solu-tion, towards an approach that integrates different solutions, viewpoints, or perspectives.
= The overarching theme of the course content and materials.
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[Thel optimal condition for creative production is a flexible position somewhere between generality and specificity ... with the individual moving between positions as the task or problem of the moment dictates.
! I would love to be able to do this in my class. It would be great to connect my topics in French to other classes. I could coordinate our lesson on La Fête Nationale/Bastille Day with the history teacher's lesson on the same topic, increasing exposure and allowing for the same topic to be taught in a variety of modes.
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There is increased pressure on teachers to learn new ways to incorporate technology into their teaching.
= And usually this is not supported through PD. Or, if it is, the PD isn't scaffolded in a way that allows for everyone to get something out of it.
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- Jun 2016
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nap.nationalacademies.org nap.nationalacademies.org
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experts
"accomplished novices" ;-)
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individual work
I think this is cultural thing for Americans as a whole. We are very focused on the individual and it isn't surprising that we teach this way. It's also common for students to complain about "being bad at group work" to such an extent that it may make teachers hesitant to assign a significant amount.
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The language that children bring with them to school involves a broad set of skills rooted in the early context of adult-child interactions.
See, language! :-D
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Gradually, students come to ask self-regulatory questions themselves as the teacher fades out.
This is my biggest struggle.
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First graders in an inner-city school were so highly motivated to write books to be shared with others that the teachers had to make a rule: “No leaving recess early to go back to class to work on your book”
adorable!
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students need feedback about the degree to which they know when, where, and how to use the knowledge they are learning.
I'd like to improve in this area. It'd be helpful to have a discussion of examples of this type of feedback.
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Their work with the data sets set the stage for them to learn from the lecture. The lecture was necessary, as indicated by the poor performance of Group 3.
I think this is helpful-- combined with the earlier mention of using themes as an intro to a new unit/book. It suggests that starting with a theme and having students work through it THEN lecturing/helping students organize that information is the best technique.
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Transfer could also be negative in the sense that experience with one set of events could hurt performance on related tasks
I see this when students use knowledge of another language to pronounce the new one and end up having an incorrect accent.
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Steven then asked students to think about the circumstances that might drive them so mad that they would contemplate murdering another human being.
I love the idea of having students explore the themes of a new unit before delving into the unit itself. This is a preview that is more substantial than a simple "intro" before teaching the unit. It also allows for a reversal-- at the end ask students why the discussion was held and compare/contrast what they said to what happened in the unit.
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The use of instructional procedures that speed pattern recognition are promising in this regard
I'd like to see examples of these practices.
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epistemological
(fyi-- from dictionary.com) pertaining to epistemology, a branch of philosophy that investigates the origin, nature, methods, and limits of human knowledge.
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Within this picture of expertise, “knowing more” means having more conceptual chunks in memory, more relations or features defining each chunk, more interrelations among the chunks, and efficient methods for retrieving related chunks and procedures for applying these informational units in problem-solving contexts
This relates the the earlier definition of "knowing"-- that it's not a matter of remembering and repeating information but more about being able to find and use it. By extension, "knowing more" is being about to find and use more chunks of information and knowing how to add new chunks to existing ones.
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Though experts know their disciplines thoroughly, this does not guarantee that they are able to teach others.
Interesting.
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The principles are relevant as well when we consider other groups, such as policy makers and the public, whose learning is also required for educational practice to change.
How????? Policy makers seem to rarely be familiar with actual classroom learning and practices. Even more so with the public. The public expects that their students be taught they way they were-- a major hiccup in the roll out of the common core. This book was first published in 1999 and we're still struggling to do this.
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Cultural differences can affect students’ comfort level in working collaboratively versus individually,
I appreciate this acknowledgement-- I'd like more suggestions on how to help students from a variety of cultures overcome their fear of being wrong as mentioned in the next bullet point.
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Superficial coverage of all topics in a subject area must be replaced with in-depth coverage of fewer topics that allows key concepts in that discipline to be understood.
It's important to have administrator support here...I was fortunate to have this in recently redesigning my curriculum but I feel as though that was unique...
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Nevertheless, they provide important glimpses of connections between goals for learning and teaching practices that can affect students’ abilities to accomplish these goals.
I hope the author goes into more detail as to how this can be done, or ways in which we can better observe this in order to replicate it in our own classrooms.
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trial and error
I think that the most valuable learning occurs this way (despite my misgivings with early behavioral psychology/ists) and find that the biggest stumbling block in student learning is often that they (and we as a society) view mistakes as a bad thing. They are not. They should be viewed as opportunities to improve and yet are often used as excuses to give up or to avoid the subject matter. (Some of those excuses are fully supported by American culture-- "I suck at math" being maybe the most common example)
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better at selecting talent than developing it
This can likely tie into the earlier mention of classroom settings and norms.
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the meaning of “knowing” has shifted from being able to remember and repeat information to being able to find and use it
I love this-- I'm sure we can all find evidence of this in our classrooms. The language teaching techniques that I currently practice are drastically different from how I was taught in high school.
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In the early part of the twentieth century, education focused on the acquisition of literacy skills: simple reading, writing, and calculating. It was not the general rule for educational systems to train people to think and read critically, to express themselves clearly and persuasively, to solve complex problems in science and mathematics.
Which educational systems? Was this true for a majority of countries or is the author describing the U.S.?
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all learning takes place in settings that have particular sets of cultural and social norms and expectations and that these settings influence learning and transfer in powerful ways
A discussion of these norms and who they tend to benefit would be worth having.
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What is perhaps currently most striking is the variety of research approaches and techniques that have been developed and ways in which evidence from many different branches of science are beginning to converge.
I find it interesting that in spite of this, we still teach math and sciences in isolation (biology/chemistry/physics/algebra/geometry.etc). I'd be interested to see research combining the findings of this research in classes where subjects are less isolated. It seems as though this would set students up for success doubly-- using the new research to support them and helping them build connections between new and previously learned information.
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