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Understanding learning - Coggle Diagram

- - - - We use abstract representational systems, which illustrate common understandings, in order to communicate.
        
        Mediation: Point out the stimulus (what), give it meaning (why), provide a strategy (how)
- - - - Research on new learners indicates that there is a process that an individual goes through. Levels of learner (novice, advanced beginner, competent, proficient, expert).
        
        The more complex the process an individual is involved in, the more parts of that process need to be at the level of automaticity.
        
        Two different kinds of memory functions in the brain. One is used by beginning learners (taxon), while the other is used by individuals who have more experience with it (locale).
        
        A beginning learner must be mediated in order to learn, He/she must be given the what, they why, and the how.
- - - - Language or words are the tools of ideas. Abstract words represent those ideas, concepts, processes, etc., that doe not have sensory-based representations.
        
        To survive in the world of work, school, one must be able to use abstract representational systems. The are learned.
- - - - Elaboration is defined as "use of the data".
        
        Output is defined as "communication of the data".
        
        How does the teacher embed these processes and develop minds? One way is to tech these processes with all content to all students. Use four simple processes - sorting, question making, planning to control impulsivity, and planning and labeling tasks.
- - - - Mental models tell us what is an is not important in the discipline. The help the mind sort.
        
        Mental models often explain "the why" of things working the way they do.
        
        Mental models tell the structure, purpose, or pattern.
        
        Mental models are held in the mind as stories, analogies, or two-dimensional drawings.
        
        Mental models "collapse" the amount of time it takes to teach something.
        
        Mental models of a discipline are contained within the structure of the curriculum.
        
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- - - - The structure of the discipline becomes significant because it identifies what is and is not important.
        
        If adequate time is not spent on what is important - on what counts - the learner will not have learned enough to sort what is and isn't important in that subject area.
- - - - Support becomes the direct-teaching of process and mental models; insistence is the motivation and persistence that comes from the relationships; and high expectations constitute the approach of "I know you can do it, and you will."
        
        All learning is in essence emotional, and virtually all learning starts with significant relationships.
        
        The primary motivator for the development of each stage is a significant relationship.
        
        Six developmental stages in the learning process occur when relationships are supportive and nurturing.
        
        Ability to attend
        
        Ability to engage
        
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- - - - Always direct-teach the mental models of the content you are teaching.
        
        Direct-teach the processes and procedures you want to occur in your classroom.
        
        Build relationships of mutual respect with the "troublemakers".
        
        Tightly structure tasks by time and procedure.
        
        Use a choice/ consequence approach to discipline.
        
        Have students do a simple planning/ goal-setting task each day around their work.
        
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