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Understanding Learning by Ruby Payne - Coggle Diagram
Understanding Learning
by Ruby Payne
The Brain and the Mind
the brain is what you inherited
-chemical interaction
-electrical interaction
the mind is what was developed by you environment
-abstract representation of external reality
-built by mediation from others with the
what
, the
why
, and the
how
Learning (Mediation) How, Why, What
New learners go through a process when learning.
Novice
has no experience with information, skill, process, whatever is being taught
Advanced Beginner
has some experience, begins to see similarities across context or situations
Competent
Can make choices about what will or wont work, distinguishes important from unimportant information
Proficient
Has wealth of experience from which to make generalizations and judgments
Expert
Performance is fluid and uses automaticity
A beginning learner must be mediated in order to learn a new skill, process, or content.
Mediation
is when the
how
,
why
, and
what
is taught.
Abstract Representational Systems
Language is the tool of ideas or abstractions that do not have sensory-based representations.
Language is the tool we use to create and acknowledge abstract systems
Mental models tell either the purpose, structure, or pattern of a subject area
Mental models are in the form of a story, a metaphor, an analogy, or a 2D drawing.
Abstract Processes (the How)
Input strategies
Quantity and quality of the data gathered
use planning behaviors 1
focus perception on specific stimulus 2
control impulsivity 3
explore data systematically 4
use appropriate and accurate labels 5
organize space with stable systems of reference 6
orient data in time 7
identify constancies across variations 8
gather precise and accurate data 9
consider two sources of information at once 10
organize data(parts of a whole) 11
visually transport data 12
Elaboration strateges
use of the data
identify and define the problem 1
select relevant cues 2
compare data 3
select appropriate categories of time 4
summarize data 5
project relationships of data 6
use logical data 7
test hypotheses 8
build inferences 9
make a plan using the data 10
use appropriate labels 11
use data systematically 12
Output strategies
communication of the data
communicate clearly the labels and process 1
visually transport data correctly 2
use precise and accurate language 3
control impulsive behavior 4
Teaching the abstract processes
Sorting & Using Patterns
-what is and what is not important
Question Making
-give students question stems to develop a multiple choice question
Planning to Control Impulsivity
-assign abstract time to the task
-teach students to plan backwards
Planning and Labeling Tasks
-having a systematic method for getting it all done
-checking to see that it has been done
Mental Models-Blueprints of the Subject Matter (the Why)
Mental models explain "the why" of thing working the way they do
Mental models helps the mind sort what is and is not important in the subject.
Mental Models tell the structure, purpose, or pattern.
Mental Models are stored in minds as stories, analogies, or 2D drawings.
Mental models "collapse" the amount of time to teach something.
Mental models are contained within the structure of the curriculum
Sketching is a technique used to identify each student's mental models
Mental models are how the mind holds abstract information (the information that has no sensory representation-time, space, part to whole, & formal register
Content (the What)
-the part of instruction that is usually focused on
-organized by the constructs of the mental models
Adequate time must be spent on what counts to sort what is and what is not important in that subject area
Motivation for Learning
Relationships
are at the heart of all learning
Relationships must be of
mutual respect
Support
Insistence
High Expectations
When relationships are supportive and nurturing six developmental stages occur in the learning process
1 ability to attend
2 ability to engage
3 ability to be intentional
4 ability to form complex interactive patterns
5 ability to create images, symbols, and ideas
6 ability to connect images, symbols, and ideas
Difficult Students, Difficult Classrooms
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.
Use a contract system to address individual needs
Separate students who must be separated.