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Ruby Payne Understanding Learning - Coggle Diagram
Ruby Payne Understanding Learning
Chapter 1
Learning is physiological that way it takes so long to "unlearn" something that has been learned incorrectly
All functions of the brain are either a chemical or electrical interaction
We use abstract representational systems, which illustrate common understandings, in order to communicate. Numbers, language, drawings, etc... all are forms of this
Meditation builds an abstract architecture inside the child's head. The architecture acts as an abstract replication of external reality, just as the blueprint acts as an abstract replication of a house
Chapter 2
The meditation of the mind happens when an individual is taught the what, the why, and the how.
Meditation is particularly required when an individual is a new learner to a skill, process, content... whatever.
A beginning learner in anything needs the three components of meditation- the what, the why, and the how.
The more complex the process an individual is involved in, the more parts of that process need to be at the level of automaticity.
The brain processes things differently when one is a new learner.
A beginning learner must be meditated in order to learn. He/she must be given the what, the why, and the how.
Chapter 3
Just as a computer has icons to represent the software, so does the mind
There is a strong relationship between the amount of vocabulary an individual has and social class. In generational poverty, it is not unusual for individuals to know only casual register
Language or words are the tools of ideas. Abstract words represent those ideas, concepts, processes, etc. that do not have sensory based representations
Language is a tool we use to create and acknowledge those abstract systems. Abstract systems are learned.
Abstractions are stored in the mind in either visual or auditory rhythmic memory. Abstractions are kept in memory models
Chapter 4
Abstract processes are "the how" and accompany all learning.
Just as one must follow steps in software, so the mind must have procedures
Often in schools. we do not direct-teach the process. We direct-teach the content.
Input is defined as "quantity and quality of the data gathered
Elaboration is defined as "use of the data"
Output is defined as "communication of the data"
Using planning behaviors includes goal setting, identifying the procedures in the task, identifying parts of the task, assigning time if the task, and identifying the quality of the work necessary to complete the task
Focusing perception on a specific stimulus is the strategy of seeing every detail on the page or in the environment.
Controlling impulsivity is the strategy of stopping action until one has thought about the task.
Exploring data systematically means that a strategy is employed to procedurally and systematically go through every piece of data.
Organizing space with stable systems of reference is crucial to success in math. It means that up, down, across, right, left, horizontal, vertical, diagonal, east, east, north, south, are understood.
Organizing data in time is the strategy of assigning abstract values to times and the use if measurements of time.
Gathering precise and accurate data is the use of specific vocabulary and word choice, identifying precisely when something occurred in time and where it occurred in space, knowing the constancies, and exploring the data systematically
Chapter 5
Mental models are how the mind holds abstract information, information that has no sensory representation.
All subject areas or disciplines have their own blueprints or mental models
Mental models tell us what is and is not important in the discipline. They 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
There are generic mental models
Space becomes important because your body operated in space.
A mental model for abstract time is crucial to success in school and work
Sketching is a technique that can be used in the classroom to identify each student's mental models
Chapter 6
The content - or "the what" of learning- is part of instruction that is usually focused on
Just as the computer has files, so does the mind
Content is organized by the constructs of the disciplines
The structure of the discipline becomes significant because it identifies what is and is not important.
When teachers or other staff persons in a building are deciding "the what" of learning, its very important to address the amount of time that will be given to learning that chunk of information
If adequate time is not spent on what is important- on what counts- the learner will not learned enough to sort what is and isn't important in that subject area
Chapter 7
The most frequent asked question by teachers is this: How can I get my students to want to learn?
No significant learning occurs without a significant relationship [of mutual respect]
When there isn't mutual respect, one person becomes the taker, and the other becomes the giver.
Many teachers believe that if they are nice to students, students will be nice to them. Not so. Mutual respect is taught, and mutual respect is learned
The primary motivator for the development of each stage is a significant relationship
Stage one: Ability to Attend: at the very beginning of learning, the infant must sort out what the sensations are and what the mean
Stage two Ability to Engage: When young children can attend to the surroundings and actions of the people who are their caretakers, they become engaged.
Stage three Ability to be Intentional: at this preverbal stage, a purposeful exchange of signals and responses is used to elicit what the child desires
Stage four Ability to Form Complex Interactive Patterns: At this stage, purpose and interaction become the focus
Stage five Ability to Create Images, Symbols, and ideas: Here the child experiences himself/herself in images- and not just in feelings, physical sensations, and behavior.
Stage six Ability to Connect Images, Symbols, and Ideas: At this stage, the individual connects the images, symbols and ideas that were developed in stage five to an architecture in which abstractions are emotionally embedded and interwoven.