learntolearn

Learn: what…why…how…you and…

Accountable Talk: An Important Skill for Becoming Metacognition

“Lauren Resnick (1995) introduced the concept of accountable talk as a means of raising the level of academic discourse among students. Accountable talk governs the norms of academic discourse and requires that students ask for and furnish evidence to support their statements (Michaels, O’Conner, Hall, & Resnick, 2002). This ensures rigor and moves the conversation from task-oriented to concept-oriented learning…..”    excerpt from

Content-Area Conversations by Douglas Fisher, Nancy Frey and Carol Rothenberg

Table of Contents

Chapter 5. Procedures for Classroom Talk

http://www.ascd.org/publications/books/108035/chapters/Procedures-for-Classroom-Talk.aspx

and from my Pinterest site….scroll down and see “related pins”….on accountable talk

http://www.pinterest.com/pin/461830136759075295/?utm_campaign=activity&e_t=4d06f96933c64de1a6f1c895f3f60c38&utm_medium=2003&utm_source=31&e_t_s=pin-liked

 

Many of these are by Michelle Steger.  Here’s her board

http://www.pinterest.com/michteach101/accountable-talk/

Others are by Angie Thunker.  Here’s her board

http://www.pinterest.com/dnathunker/accountable-talk/

No Comments »

Learning to Learn: Teaching? Generalizing?

Here is a post from…Darlene M. Bassett

I am an educational consultant, specializing in literacy/thinking strategies and school change. My experience is K-12. If you are interested in contacting me, I can be reached at bestpracticesintl@gmail.com or by calling 207-377-3628.

http://dbassett.blogspot.com/2015/01/producing-lifelong-learners-is-approach.html?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+ReflectionsOnMeta-cognition-ForEducatorsByEducators+%28Reflections+on+Meta-cognition+-+For+Educators+by+Educators%29

Taken From a post on ASCD By Kelly Morgan Dempewolf, PhD

How to Move from Teaching Content to Teaching Learning
“Lifelong learners. It’s a phrase that appears in mission statements of schools, districts, and state agencies across the country. It’s a worthy goal—to produce people that continue to learn and value learning throughout their adult lives….”

One suggestion Dempewolf offers is “the ability to try again.” Here are a few of her comments:

“Student-paced mastery learning also allows students to develop perhaps the most necessary skill for independent lifelong learning: the ability to try again. Traditional classrooms teach students that they have one opportunity to learn something and demonstrate their understanding. They are not taught to pick themselves up, think about what they could do differently, and attack the problem from a new angle….”

Dempewolf suggests that “teaching” learn to learn skills takes time! She notes a difference in these skills from the beginning to the end of the school year in her classroom.

Teaching Content and Teaching Learning

While a teacher can emphasize, support, or “teach” these meta skills, I believe that learning to learn skills DO need to be learned in the context of specific content. It is not clear, yet, whether learning to learn skills generalize across content areas. Ideally, new research will address this question. Perhaps middle school teachers, who often teach two subject areas, are in a good position to address this question of generalization of meta skills across content areas.

No Comments »

Can Students Evaluate Their Own Learning?

Here is one example worth considering.

Letting students self assess for a grade
Starr Sackstein
https://www.youtube.com/watch?v=VM9fOmxap_w&feature=share

No Comments »

What happened/is happening to “How We Learn”?

How We Think and Learn
http://www.edutopia.org/blog/2014-year-in-review-vicki-davis

14. Neuroscience Rising: How We Think About How We Think
And in all of this, the rapid acceleration of neuroscience has caused a proliferation of books on how we think and learn: Brain Rules, The Organized Mind, How We Learn, The Brain That Changes Itself, My Stroke of Insight, and more. The ability to study the brain is impacting every field — even sports and America’s beloved pastime of football as the significant damage from concussions is discovered.
Mindfulness and our need to disconnect and get into nature aren’t surprising as elements that help kids focus. Physical activities like those found on Noodle and play-based experiences are strengthening the mind-body connection.

No Comments »

Skip to toolbar