learntolearn

Learn: what…why…how…you and…

Context and Learning to Learn: The role of situated learning

Here are two more examples of learning and context from NCLE Smart Brief

Ill. school uses real-life experiences to deepen reading An independent study course in a Illinois high school is helping students learn about trauma by analyzing “survivor literature” and participating in a service-learning project. Students read a book about two boys growing up in a housing project, and took part in a fundraiser that involved sleeping outside — without any food after 5 p.m. — on the football field. The Beacon News (Aurora, Ill.) (3/21)

Minn. students Skype with Army officer to better understand PTSD in novel Sixth-graders at a Minnesota school recently spoke to Army Lt. Colonel Bruce Bredlow about post-traumatic stress disorder through Skype as part of a unit on a historical novel about the Civil War. During the conversation with Bredlow, posted on YouTube, students learned that PTSD can happen to anyone, not just members of the military. Austin Daily Herald (Minn.) (3/21)

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Context and Learning to Learn (FB2)

 

Learning Needs a Context  by Jackie Gerstein, Ed.D.An excerpt:

“This is a follow up to a post I wrote, How Do We Learn? How Should We Learn?  The purpose of these posts is to encourage educators to examine practices they take for granted, implement without deep reflection of their efficacy. This post discusses the instructional practice of asking students to memorize information…..”

The Need for Context

“Learning facts and knowledge about a content area topic is an important prerequisite to understanding that topic and then developing expertise. The key to this understanding is providing a context for the facts. The context becomes the glue to increase the stickiness, the longevity of long term memory of those facts. This is especially true for abstract concepts. These concepts need something concrete with which to attach.”

 

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Meta Learning: Conferencing with Students

An excerpt from Bassett’s blog on Metacognition

“Many teachers do not see the value of conferencing one on one with students. However, it is during these moments that teachers scaffold students to give them insight into their own process. Once students can artculate the process, they can direct it. Here are some great articles on conferring. Courtesy of Choice Literacy. Enjoy!!”

http://dbassett.blogspot.co.uk/2015/02/many-teachers-do-not-see-value-of.html

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Student Voice and Community

Empowering Student Voice Through Classroom Culture

Elisabeth Bostwick Posted 02/17/2015 12:31PM |

an excerpt:

Educators grasp the importance of team building, but to take it further in order to shift the culture, I utilize Laurie S. Frank’s “Journey Toward the Caring and Collaborative Classroom 2nd Edition: Using Adventure to Create Community.”  The structures are designed intentionally to support the development of students into responsible risk takers within the framework of experiential learning.  Students participate in collaborative activities that work through the stages of cooperation, trust, problem solving and challenge.  The debriefing period at the end of each activity is where students make growth in their ability to process, reflect, and emote.  This is the foundation of student voice in the classroom as they progress though stages of growth…”

http://www.edutopia.org/discussion/empowering-student-voice-through-classroom-culture

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Kate Wall Is an Outstanding Researcher on Metacognition

 “ABSTRACT In this paper I am going to argue that teachers who want to encourage metacognition in their students need to be metacognitive role models for their students. By being more explicit about their own learning experiences they will not only model the ups and downs of lifelong learning but also in openly recognizing the learning process that is in inherent in teaching will facilitate the dispositions that should be the bedrock of professional practice….”

https://www.researchgate.net/publication/272347955_Teachers_as_metacognitive_role_models_-_thinkpiece5

 

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Another Goodie from Darlene M. Bassett

Educator: Focus on “giftedness” in all students Teachers should strive to find “giftedness” in all students, educator Cheryl Mizerny writes in this blog post. She calls for the use of instructional strategies often used in gifted-education classrooms to be used with all students, especially those who may be struggling. SmartBrief/SmartBlog on Education (2/19)

http://dbassett.blogspot.com/2015/03/i-am-posting-this-here-because-i-have.html?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+ReflectionsOnMeta-cognition-ForEducatorsByEducators+%28Reflections+on+Meta-cognition+-+For+Educators+by+Educators%29

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The Process of Learning

An excerpt from

User Generated Education

Education as it should be – passion-based.

How Do We Learn? How Should We Learn?

“If I ask you or your students, “How do you learn,” how many of you could clearly articulate this process? If you can, are the strategies you’re using the best ones for learning? Furthermore, if the research on the process of learning is compared to the practices being implemented in school, does this research influence school practices?”

https://usergeneratededucation.wordpress.com/2015/03/08/how-do-we-learn-how-should-we-learn/

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Highlighting the Work of “Meta” Teachers: Rebecca Alber

5 Highly Effective Teaching Practices

blog/5-highly-effective-teaching-practices-rebecca-alber

February 27, 2015

We teachers are always looking to innovate, so, yes, it’s essential that we try new …”

“Hattie has spent more than 15 years researching the influences on achievement of K-12 children. His findings linked student outcomes to several highly effective classroom practices. Here I’d like to highlight five of those practices:”

1. Teacher Clarity

2. Classroom Discussion

3. Feedback

4. Formative Assessments

5. Metacognitive Strategies

”Students are given opportunities to plan and organize, monitor their own work, direct their own learning, and to self-reflect along the way. When we provide students with time and space to be aware of their own knowledge and their own thinking, student ownership increases. And research shows that metacognition can be taught.”

 

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Students’ Voice: They Want To Be Known *(FB: Know Me)

Student Voices:

Before You Assign That Homework – What Students Wish You Knew

By Pernille Ripp

Since I was a child growing up in Bjerringbro, Denmark, I knew I wanted to work with children and somehow help them become the person they envisioned.   In January of 2008 I took my first step in making a difference by becoming  a math resource teacher, and then transitioned into the classroom as a full time general educator teaching 4th and 5th grade.  Now I have found my home as 7th grade English teacher in the phenomenal Oregon school district here in Wisconsin.   There is nowhere else I would rather be every day than in the classroom.

http://pernillesripp.com/2015/02/13/before-you-assign-that-homework-what-students-wish-you-knew/

One excerpt:

Finally, they wish teachers actually did their own homework.  That they tried the assignments so they could see how difficult or confusing they may be.  That they worked through it with kids, not in a pretend way, but really, and then shared their own learning with students.  That teachers truly felt what it means to live the life of a student, along with the pressure of homework,  to understand why homework continues to be a problem for some.

*Foundational Belief #4:  Know Me

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