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Understanding Learning: The How, the Why, the What by Ruby Payne - Coggle…
Understanding Learning: The How, the Why, the What
by Ruby Payne
Introduction: Teaching vs. Learning
Teaching is outside the head and the body; learning is inside the head and the body.
Chapter 1: The Brain and the Mind.
The brain is what you have inherited, and the mind is what is developed by your environment.
All functions of the brain are chemical or electrical interactions; therefore all learning is physiological.
We are given mediation at a young age by adults in our lives.
Mediation: Point out the stimulus (what), give it meaning (why), provide a strategy (how)
Chapter 2: Learning (Mediation): How, Why, What
Mediation of the mind happens when a person is taught the what, why, and how.
Feuerstein believes that when an adult gives mediation, significant learning occurs.
New learners go through a process by which they advance through levels of knowledge.
Novice, Advanced Beginner, Competent, Proficient, Expert
A beginning learner always needs the what, how, and why.
The more complex the process an individual is involved in, the more parts of that process need to be at the level of automaticity.
Beginning learners use taxon, more experienced learners use locale.
Chapter 3: Abstract Representational Systems
There are five registers of language.
Frozen, formal, consultative, casual, intimate
There is a strong relationship between the amount of vocabulary an individual has and social class.
Abstract words represent the idea, concepts, processes that do not have sensory based representations.
Language is the tool we use to create and acknowledge abstract systems.
To survive in the world of work or school, one must be able to use abstract representational systems. They are learned.
To survive in poverty, one must be sensory based and nonverbal. To survive in school, one must be verbal and abstract.
Mental models are in the form of a story, metaphor, analogy, or two dimensional drawing.
Mental models tell the purpose, structure, or pattern of a subject area or discipline.
Chapter 4: Abstract Processes (the How)
All learning is connected to the task and context of the learning.
The mind must have procedures.
Input strategies: the quantity and quality of the data gathered.
Elaboration strategies: the use of the data.
Output strategies: communication of the data.
Mediation builds the strategies.
Chapter 5: Mental Models-Blueprints of the Subject Matter (the Why)
All disciplines have their own mental models. These models are contained within the structure of the curriculum.
Mental models help the mind sort important from non important subject matter. In this way they collapse the amount of time it takes to teach something.
Mental models tell the structure, purpose, or pattern.
Sketching can be used to identify each student's mental models.
Chapter 6: Content (the What)
When the how and why are direct taught, the content usually falls into place.
Content is organized by the constructs of the disciplines.
This allows students to spend time on what is important and maximize learning time.
Chapter 7: Motivation for Learning
Learning requires human interaction. At the heart of all learning are relationships.
3 things are present in relationships of mutual respect: support, insistence, and high expectations.
Mutual respect is taught and learned.
All learning is double coded--both mentally and emotionally.
6 developmental stages in learning process occur when motivated by a significant relationship.
Ability to attend, ability to engage, ability to be intentional, ability to form Complex Interactive Patterns, Ability to create images, symbols, and ideas, ability to connect images, symbols, and ideas.
Emotion organizes experience and behavior.
Chapter 8: Difficult Students, Difficult Classrooms
Always direct teach mental models of content, processes, and procedures you want to occur in your classroom.
Build relationships of mutual respect with tough kids.
Tightly structure tasks by time and procedure.
Have students do goal setting.
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