I don’t expect to post any new blogs for the next week while I review, reflect, and plan for future blog posts.
Engagement is an Important “Affective” Learning Process
by FranLearning requires both cognitive and affective processes. One of those “affective” processes is engagement. An historic, and I would say current, view of engagement is the Expectancy/Value Framework.* What is valuable enough to sustain the learning process? The Value/Expectancy model suggestions that both intrinsic and extrinsic “rewards” can keep learners engaged. On the Expectancy side, the model describes the role of difficulty, effort, ability, and luck (DEAL) in learning.
How learners explain their “successes” and “failures” in learning matters.
Here’s an excerpt from a post on Mindset that addresses some of the DEAL factors students may use to explain “successes” and “failures” in learning.
Top Ten Tips for developing a Growth Mindset in your Classroom
August 3, 2014 by Pete Jones
http://deeplearning.edublogs.org/files/2014/08/IMG_0324-1jq42l0.jpg
Here are some excerpts:
2 Share the pain! Encouraging discussion about what students in your class find difficult; what they are struggling with can be really helpful for students. It helps students realise that we can all be challenged, no matter our starting point. There may be ways in which students can find answers, but it’s also incredibly healthy to listen to the nature of struggle…..
3 Question the effort. Questioning serves a pivotal role in nurturing a growth mindset. How could this be even better? What do you need to work hard at to improve on this? Is it time to adopt a different approach or do you need to just keep going? Are you putting in enough effort for you to make major improvements this time? Go and have a look at X’s work. What can you tell me about the approach she has taken with this work…..
6 Acknowledge the effort. Make a big deal of those who are putting in the effort. Those who are spending time on their homework. Talk about their work ethic in the class, and what effect it has on the quality of their work and understanding….
*http://acmd615.pbworks.com/f/ExpectancyValueTheory.pdf
Frameworks/Research Learning How to Learn Learning Process (Operations) Metacognition
Learning About Learning: Working Memory
by FranLearning is “multidimensional.” Here is one important dimension!
Here is a link to add to your knowledge base about learning:
http://www.edutopia.org/blog/put-working-memory-to-work-donna-wilson-marcus-conyers
Put Working Memory to Work in Learning
February 12, 2015 Donna Wilson, Ph.D.
Developer of Masters and Ed.S. Degree Programs in Brain-Based Teaching
An excerpt:
“Working memory involves the conscious processing and managing of information required to carry out complex cognitive tasks such as learning, reasoning, and comprehension. It has been described as the brain’s conductor. Memory has long been viewed as a key aspect of learning, but as the emphasis in educational standards has shifted away from rote memorization and toward the knowledge and skills needed to process new information, working memory is increasingly taking center stage.”
Learning Process (Operations) Lesson Planning Metacognition Remembering (R)
4 Dimensional Learning
by FranI really like the idea of a 4 dimensional perspective from Personalized Learning. Here I’m highlighting 1 element from each of the 4 dimensions.
Learning Culture: Shared Belief System
Learning Environment: Flexible Learning Spaces
Partners in Learning: Teacher and Learner Partnership
Deeper Learning: Assessment as Learning
For a detailed graphic:
Classrooms and Context Frameworks/Research Metacognition
The Teacher’s Role in Metacognitive Learning
by FranHelping students become more effective and more independent as learners means being explicit about where they are in a learning task/ process. Here are some excerpts about formative assessment that addresses building that kind of student knowledge.
From Edutopia by Andrew Miller
Formative Assessment Is Transformational!
February 3, 2015
http://www.edutopia.org/blog/formative-assessment-is-transformational-andrew-miller
”Teachers use formative assessment to let students know where they are in the learning journey. Assessment is no longer a surprise! Student learning becomes transparent and also personalized. In addition to just-in-time learning, students get just-in-time feedback. Teachers rely on formative assessment to give students specific, actionable feedback that they can use to refine their work, seek out resources, and engage in learning that is specific to their needs. Because of this, all students increase their capacity for success….”
…….
“Another big transformation that occurs when teachers practice formative assessment is a classroom of empowerment. Students are empowered to take ownership of the learning process. They know where they are and can set goals for next steps. They are given the power to “fail forward” and know that it’s never too late to learn…”
Classrooms and Context Learning How to Learn Metacognition Teacher Suggestions, Stories, Qs
Here’s One Teacher’s Answer to When….
by Fran
Here’s one teachers view on “when” to teach kids to be metacognitive.
An excerpt
“This year I decided to study formative assessment plans and the use of said plans to help students create and meet learning goals. Thus began my journey of studying and practicing formative assessment plans to help my students create and meet learning goals. The nature of the literacy interventionist is to adjust teaching to meet learners’ needs. That’s just what we do. However, I wasn’t consciously using the information gained to share with my little learners. I was telling them my analysis, and showing them how to do it my way. I never really discussed their learning with them. Until now!….” (Bolding mine)
http://www.adventuresinliteracyland.com/
Classrooms and Context Learner Stories (Self-Management} Lesson Planning
When do/could/should kids begin being “metacognitive?”
by FranHere’s an excerpt to help you consider that question:
Research: How self-regulation can boost student achievement
Preschool programs that teach self-regulation skills may help boost student achievement in math and other subjects, according to a recent study published in Early Childhood Research Quarterly. Researchers found that such lessons produced even better results among disadvantaged students. The Oregonian (Portland) (1/6)
Classrooms and Context Frameworks/Research Learning How to Learn Preschool