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Understanding Learning: Teaching is outside the head and body; learning is…
Understanding Learning: Teaching is outside the head and body; learning is inside the head and body
CH 2
a beginning learner in anything needs the 3 mediations.
expert has difficulty explaining to a novice b/c many of their actions are at an automaticity level. It is difficult to articulate what she or he is doing. This is frequently seen in sports/athletes.
2 memory functions in the brain: TAXON- beginning learners. short term
LOCALE- more experience. long term
CH 1
chemicals in the brain have 4 sources: what the genetic code indicates will be made, hormonal fluctuations, external experience, what you eat and breathe
mediation builds an abstract architectureinside the child's head
mediation: point out the stimulus(what), give it meaning(why), provide a strategy(how)
CH 3
there is a strong relationship b/w the amount of vocab an individual has and social class
abstractions are stored in the mind in either visual or auditory rhythmic memory.
consultative- a mix of casual and formal register
to survive in poverty, one must be very sensory based and non verbal. to survive in school, one must be very verbal and abstract
CH 4
sorting patterns: information must be chunked
question making: have students develop multiple choice questions. helps to build critical thinking skills
planning to control impulsivity: work backwards with known set goals. assign abstract time(mins, hours, days, weeks
planning and labeling tasks: teach the how.
CH 5
mental models- how the mind holds abstract info; info w/o sensory representation
mental models tell is what's important and what isn't. they help the mind sort
mental models explain why things work the way they do
all subjects and disciplines have their own blueprints or mental models
5.mental models tell the pattern structure, and purpose
mental models help condense the amount of time it takes to teach something
mental models of a discipline are structured in the curriculum
math assigns order and value to the universe
occupations have 4 generic mental models: space, time, part to whole, and formal register
sketching is used to identify each student's mental models
held in the mind as analogies, drawings, and stories
CH 6
the what of content is usually focused on but when the how(processes) and the why(blueprints), are direct taught the lesson tends to fall into place
CH 7
mutual respect relationship: insistence, support, high expectations
relationships determine learning
all learning is double coded- mentally and emotionally
6 developmental stages-1. ability to attend. 2. engage 3. be intentional 4. form complex interactive patterns 5. create images, symbols, ideas 6. connect images, symbols and ides
all learning is emotional in a sense, and starts with significant relationships
emotion organizes experience and behavior
15 behaviors of mutual respect
if there isn't mutual respect even in classroom relationships, one person becomes the taker and the other becomes the giver
CH 8
difficult students and classrooms
direct teaching helps to prevent and alleviate difficult students/classrooms
give time to tasks and procedures
build mutual respect with students
separate students when necessary
