Understanding Learning: Teaching is outside the head and body; learning is inside the head and body

CH 2

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)

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 3

CH 4

there is a strong relationship b/w the amount of vocab an individual has and social class

consultative- a mix of casual and formal register

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to survive in poverty, one must be very sensory based and non verbal. to survive in school, one must be very verbal and abstract

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abstractions are stored in the mind in either visual or auditory rhythmic memory.

  1. sorting patterns: information must be chunked
  1. question making: have students develop multiple choice questions. helps to build critical thinking skills

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  1. planning to control impulsivity: work backwards with known set goals. assign abstract time(mins, hours, days, weeks
  1. planning and labeling tasks: teach the how.

CH 5

  1. mental models- how the mind holds abstract info; info w/o sensory representation
  1. mental models tell is what's important and what isn't. they help the mind sort
  1. all subjects and disciplines have their own blueprints or mental models
  1. mental models explain why things work the way they do

5.mental models tell the pattern structure, and purpose

  1. held in the mind as analogies, drawings, and stories
  1. mental models help condense the amount of time it takes to teach something
  1. mental models of a discipline are structured in the curriculum

math assigns order and value to the universe

  1. occupations have 4 generic mental models: space, time, part to whole, and formal register
  1. sketching is used to identify each student's mental models

CH 6

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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

if there isn't mutual respect even in classroom relationships, one person becomes the taker and the other becomes the giver

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 mutual behaviors for respect

15 behaviors of mutual respect

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