More from best teachers
Caring is crucial – people learn best when they care about answering or adopt a goal that they want to reach, if they don’t care then they won’t bother to reconcile or integrate new knowledge with old
Motivation – difference between intrinsic and extrinsic motivation – theory that people lose motivation if perceived that they are manipulated by external rewards, performance drops when subjects believe that others are trying to control them
Making exams comprehensive and multiple chances to demonstrate their comprehension, being able to learn from mistakes, first day of class invite students, show them the promise
Different types of learners – deep learners (seek mastery), bulimic learners (strategic, competitive, grade oriented – help by stressing the beauty or intrigue of the topics), surface learners (performance avoiders, fear failure – help them build confidence and motivation while challenging)
Four broad developmental levels (1) received knowers (need the “right answers,” truth is external) (2) subjective knowers (the experts disagree, knowledge a matter of opinion) (3) procedural knowers (understand criteria and standards of academia) (4) commitment (know their thinking and learn to correct it – two types (a) separate knowers (objective, skeptical) (b) connected knowers (deliberately biased themselves in favor of what they are examining) We move back and forth between these levels, teach to the diversity but expect the highest level of development
--Preparing to teach – 4 main questions (1) What should my students be able to do intellectually, physically, or emotionally as a result of their learning (2) How can I best help and encourage then to develop these abilities and the habits of heart and mind to use them (3) How can my students and I best understand the nature, quality and progress of their learning? (4) And how can I evaluate my efforts to foster that learning?
--12 planning questions (1) Getting to the big questions – plan backwards, expect certain results that fulfill the excitement and intellectual promises (2) reasoning abilities to develop – more than rote memorization, reason toward answers (3) what mental models are students coming with – challenge assumptions (4) what information is needed – needed for learning (5) helping with difficulties of understanding – deep learning needs explanations, questions, stories, awareness of the emotional conflicts (6) confront with conflicting problems – conflicting claims of the truth, view past truths with new info, find shifts in history of discipline, ask students to develop hypothesis (7) difference in expectations (students vs. teacher) – survey student interests, take charge of own education while setting the agenda (8) learning to learn (9) how to see how students are learning before assessing them, opportunity to struggle with their thoughts and get feedback (10) communication with students to keep them thinking (11) spelling out standards, learn to self assess critical to the whole process (12) how to assess the quality of learning (13) safe learning environment
--central question (example) How does society influence individual human behavior and is that influence greater than the personal and biological forces within each person? – to think sociologically, tone of invitation and positive expectations (you will be….)
--keep people from thinking that someone else might be viewing them through the lens of negative stereotype, stereo vulnerability, expect more from students
Summary: understand the value of emotional engagement, how people learn different and think about learning differently, mental preparation for teaching-learning
Motivation – difference between intrinsic and extrinsic motivation – theory that people lose motivation if perceived that they are manipulated by external rewards, performance drops when subjects believe that others are trying to control them
Making exams comprehensive and multiple chances to demonstrate their comprehension, being able to learn from mistakes, first day of class invite students, show them the promise
Different types of learners – deep learners (seek mastery), bulimic learners (strategic, competitive, grade oriented – help by stressing the beauty or intrigue of the topics), surface learners (performance avoiders, fear failure – help them build confidence and motivation while challenging)
Four broad developmental levels (1) received knowers (need the “right answers,” truth is external) (2) subjective knowers (the experts disagree, knowledge a matter of opinion) (3) procedural knowers (understand criteria and standards of academia) (4) commitment (know their thinking and learn to correct it – two types (a) separate knowers (objective, skeptical) (b) connected knowers (deliberately biased themselves in favor of what they are examining) We move back and forth between these levels, teach to the diversity but expect the highest level of development
--Preparing to teach – 4 main questions (1) What should my students be able to do intellectually, physically, or emotionally as a result of their learning (2) How can I best help and encourage then to develop these abilities and the habits of heart and mind to use them (3) How can my students and I best understand the nature, quality and progress of their learning? (4) And how can I evaluate my efforts to foster that learning?
--12 planning questions (1) Getting to the big questions – plan backwards, expect certain results that fulfill the excitement and intellectual promises (2) reasoning abilities to develop – more than rote memorization, reason toward answers (3) what mental models are students coming with – challenge assumptions (4) what information is needed – needed for learning (5) helping with difficulties of understanding – deep learning needs explanations, questions, stories, awareness of the emotional conflicts (6) confront with conflicting problems – conflicting claims of the truth, view past truths with new info, find shifts in history of discipline, ask students to develop hypothesis (7) difference in expectations (students vs. teacher) – survey student interests, take charge of own education while setting the agenda (8) learning to learn (9) how to see how students are learning before assessing them, opportunity to struggle with their thoughts and get feedback (10) communication with students to keep them thinking (11) spelling out standards, learn to self assess critical to the whole process (12) how to assess the quality of learning (13) safe learning environment
--central question (example) How does society influence individual human behavior and is that influence greater than the personal and biological forces within each person? – to think sociologically, tone of invitation and positive expectations (you will be….)
--keep people from thinking that someone else might be viewing them through the lens of negative stereotype, stereo vulnerability, expect more from students
Summary: understand the value of emotional engagement, how people learn different and think about learning differently, mental preparation for teaching-learning
posted by Geoff Burgess: Administrator at 11:25 AM
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