Summary
Summary What is distinctive in human learning 1. 2. 3. 4. 5. 6.
All our learning is in fact social (reciprocity) we can think abstractly. We store information outside our body we construct meaning from our experience. We think about feelings, portray thought, think about thinking We make ethical decisions, weigh different possible decisions
Learning: 1. 2. 3. 4. 5. 6. 7.
Cognitive conflict, the idea of how difficult it is to hold two contradictory ideas together We need to have some form of leverage to test, to raise, to lever up our thinking Being mediated by emotional centers. Giving attention to the learning moment, that moment when challenge and skill meet, Learning by teaching others The importance of context: to take learning from one context to the other. Learning is an object of attention, conversation, reflection, an object of learning feedback. where we've done well, where we could still do better. If at first you fail, try again, fail better.
Things that you can do as a teacher. Make learning an object of attention. Make learning an object of conversation. Make learning an object of reflection. Make learning an object of learning. Different intelligences. range of different ways of being clever Thinking skills: Creating new ideas. Developing problem solving strategies. Weighing up possible different decisions, Brainstorming questions Come up with answers. We seek out problems We organize information Me, You, Space, Time. Me: how do I model thinking? How do I make my own thinking visible? You: How do I make my student’s thinking visible? Space: How is the environment of the classroom organized to help facilitate thinking? Time: How can I give thinking more time in my classroom? How does thinking change over time? See, think, wonder.
I never accept things at face value for the first time. I like to reflect, I like to challenge, I like to analyze. puzzling, thinking, wondering, describing, analyzing. aggressive curiosity and healthy skepticism. When the timing is right, there will be a teachable moment – the ability to learn a task. It is important to keep in mind that unless the time is right, learning will not occur. Hence, it is important to repeat important points whenever possible so that when a student's teachable moment occurs, s/he can benefit from the knowledge. Curriculum planning: 1. 2. 3. 4.
Selection of content – what is to be learned and taught Development of a teaching strategy – how it is to be learned and taught Decisions about sequence: simple to complex, complex – to making it simpler Diagnosing the strengths and weaknesses of individual students, differentiating principles 1, 2 and 3 to meet individual cases
Curriculum action: 1. Studying and evaluating student progress 2. Studying and evaluating the progress of teaching 3. Reviewing adaptability of curriculum in varying school contexts, pupil contexts, environments and peer-group situations. 4. Evaluating variations in effects in differing contexts, on different pupils and causes of the variation Curriculum is a process. 1. Formal curriculum 2. Informal curriculum: learning in-between lessons 3. Hidden curriculum: what we convey to students, the lessons the students take about teachers and their approach 4. The Intended 5. the Implemented 6. the Attained
To partnership: •
Delivering the curriculum
•
Discussing purposes and objectives of learning
•
Pupils devising indicators of achievement
•
Pupils as assessors their own and others’ work
•
Pupils as determiners of learning
•
Pupils as learning partners : where they want to go, how they will know when they’ve learned something important.
•
Changed that take place in students.
Knowledge passes through self-doubt: self-talk and misconception, lack of prior knowledge. Medium: talk, demonstration, activity, rehearsal. Think, pair, share Think about it. Pair with somebody else. Share your ideas
1. 2. 1. 2. 3.
Romance precision and generalization. Not asking for right and wrong answers Generalize ideas to other contexts and other situations Enactive iconic and symbolic Through doing things we begin to learn Picturing things Moving to abstract ideas Knowing doing and feeling
All our learning is in fact social (reciprocity) we can think abstractly. We store information outside our body we construct meaning from our experience. We think about feelings, portray thought, think about thinking We make ethical decisions, weigh different possible decisions
Learning: 1. 2. 3. 4. 5. 6. 7.
Cognitive conflict, the idea of how difficult it is to hold two contradictory ideas together We need to have some form of leverage to test, to raise, to lever up our thinking Being mediated by emotional centers. Giving attention to the learning moment, that moment when challenge and skill meet, Learning by teaching others The importance of context: to take learning from one context to the other. Learning is an object of attention, conversation, reflection, an object of learning feedback. where we've done well, where we could still do better. If at first you fail, try again, fail better.
Things that you can do as a teacher. Make learning an object of attention. Make learning an object of conversation. Make learning an object of reflection. Make learning an object of learning. Different intelligences. range of different ways of being clever Thinking skills: Creating new ideas. Developing problem solving strategies. Weighing up possible different decisions, Brainstorming questions Come up with answers. We seek out problems We organize information Me, You, Space, Time. Me: how do I model thinking? How do I make my own thinking visible? You: How do I make my student’s thinking visible? Space: How is the environment of the classroom organized to help facilitate thinking? Time: How can I give thinking more time in my classroom? How does thinking change over time? See, think, wonder.
I never accept things at face value for the first time. I like to reflect, I like to challenge, I like to analyze. puzzling, thinking, wondering, describing, analyzing. aggressive curiosity and healthy skepticism. When the timing is right, there will be a teachable moment – the ability to learn a task. It is important to keep in mind that unless the time is right, learning will not occur. Hence, it is important to repeat important points whenever possible so that when a student's teachable moment occurs, s/he can benefit from the knowledge. Curriculum planning: 1. 2. 3. 4.
Selection of content – what is to be learned and taught Development of a teaching strategy – how it is to be learned and taught Decisions about sequence: simple to complex, complex – to making it simpler Diagnosing the strengths and weaknesses of individual students, differentiating principles 1, 2 and 3 to meet individual cases
Curriculum action: 1. Studying and evaluating student progress 2. Studying and evaluating the progress of teaching 3. Reviewing adaptability of curriculum in varying school contexts, pupil contexts, environments and peer-group situations. 4. Evaluating variations in effects in differing contexts, on different pupils and causes of the variation Curriculum is a process. 1. Formal curriculum 2. Informal curriculum: learning in-between lessons 3. Hidden curriculum: what we convey to students, the lessons the students take about teachers and their approach 4. The Intended 5. the Implemented 6. the Attained
To partnership: •
Delivering the curriculum
•
Discussing purposes and objectives of learning
•
Pupils devising indicators of achievement
•
Pupils as assessors their own and others’ work
•
Pupils as determiners of learning
•
Pupils as learning partners : where they want to go, how they will know when they’ve learned something important.
•
Changed that take place in students.
Knowledge passes through self-doubt: self-talk and misconception, lack of prior knowledge. Medium: talk, demonstration, activity, rehearsal. Think, pair, share Think about it. Pair with somebody else. Share your ideas
1. 2. 1. 2. 3.
Romance precision and generalization. Not asking for right and wrong answers Generalize ideas to other contexts and other situations Enactive iconic and symbolic Through doing things we begin to learn Picturing things Moving to abstract ideas Knowing doing and feeling
