learntolearn

Learn: what…why…how…you and…

How Many Ways Do We “Describe/Assess” Individual Differences?    

Here are some sources using different descriptor  in how individual learners differ:

Blogs devoted to “Individual Differences”

Personalized Learning

CAST

“Differentiated Learning”

Focus on “Popular” Specific “Characteristics” of Learners that Impact Learning

Habits of Mind

GRIT

GROWTH MINDSET

MINDFULNESS

SELF-ADVOCACY

Formal  “INTELLIGENCE TESTS”

WISC-R

Woodcock Johnson Cognitive Test

Categories in Psychology

Developmental Psychology on Individual Differences

Are there similar “characteristics” across Categories?

 

No Comments »

Hearing Learners’ Voices Means Their Social as well as their Cognitive Voices

Brain-Based Learning

Learning and the Social Brain

In a series of interviews/videos, researcher Patricia Kuhl reveals the science behind the social brain—which she calls the gateway to human cognition.  July 25, 2018

[Dr. Patricia Kuhl, the Bezos Family Foundation Endowed Chair at the Institute of Learning and Brain Sciences at the University of Washington, in a series of interviews on the science of human learning…..]

https://www.edutopia.org/package/learning-and-social-brain?utm_medium=socialflow&utm_source=facebook

…..”For educators, an awareness of the social brain presents an opportunity to tap into some of our most durable, deeply seated abilities. If the species is hardwired to work together, then our classrooms should continue to feature a healthy dose of activities that emphasize cooperation, teamwork, and peer-to-peer teaching.

Even the simplest tactics should reap dividends, according to Kuhl, who suggests using “circles or U-shaped arrangements”—or anything that gets kids interacting with one another. “The social context is extremely important to learning,” she noted, “not only in infancy, but in school-aged children, who use the social brain when they’re collaborating with one another, when they’re studying how another person goes at it, when they’re watching the eyes, even unconsciously, of their study partner as they work towards a solution together.”….

In this four-part video series, see “Kuhl’s fascinating insights on the science of human learning, with a focus on the positive—and cautionary—aspects of our social brain.”

Edutopia developed this series in collaboration with the National Commission on Social, Emotional, and Academic Development, with support from the Robert Wood Johnson Foundation.

BRAIN-BASED LEARNING….a series of 4 short (under 3 minute videos

What Is the Social Brain?  https://www.edutopia.org/video/what-social-brain     The research is in: Learning is a social endeavor.

Masters of Social Learning:  https://www.edutopia.org/video/masters-social-learning We’re hardwired from birth to decode facial expression, posture, and tone of voice—and to work collaboratively.

When the Social Brain Misfires   https://www.edutopia.org/video/when-social-brain-misfires

Sometimes our powerful urge to belong can hurt us. We look at how stereotypes undermine learning.

The Social Classroom   https://www.edutopia.org/video/social-classroom

Increasingly, modern classrooms support group work and peer-to-peer collaboration. The science says that’s right on.

 

No Comments »

Hearing Learners’ Voices…excerpt from Grant Wiggins

 

Hearing Learners’ Voices, Making Learning Transparent

From Dec 4, 2015 series on learners’ voices excerpt from Grant Wiggins

https://grantwiggins.wordpress.com/2011/12/02/the-student-voice-our-survey-part-4-i-learn-best-in-class-when/

A short excerpt from a Grant Wiggins’ post on what 5th graders think about learning..

5th Graders Speak Out – Survey Results

A survey of what 5th graders think about school and learning….an excerpt

I learn best in class when –
1. Teacher is explaining a subject well and not upset or being strict because a student is being annoying.
2. Teacher is not talking too much and keeps the class moving
3. I learn best in class when the teacher explains things clearly
4. When they show pictures or videos or do not talk too little or too much.
5. Is showing a video.
6. Is describing clearly and orderly.
7……………33

 

No Comments »

AGENCY as an Over-Arching Concept to Address both Cognitive/Learning Voice & Social/Emotional Voice

AGENCY

http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2013/10/NQS_PLP_E-Newsletter_No64.pdf

Having a voice

When children have a say in what is going on around them, they start to develop the sense that their ideas and opinions matter.  As educators we can encourage children’s sense of agency by

welcoming and responding thoughtfully and respectfully to their questions and ideas and, where possible, incorporating their ideas and suggestions when we plan and implement experiences. Allowing children a voice in what goes on means sharing some of our power and control, but it also helps to promote a more positive, open and cooperative dynamic between adults and children.           

 Vital ways of listening to and honouring children’s voices include using children’s interests as the basis for our programs; responding to children’s criticisms or comments; and allowing children to help make decisions that affect them.

 However, this listening can happen in more subtle ways as well. As educators we have a responsibility to respond to what children are telling us—both directly and through their behaviour and actions.

Reading children’s cues and responding to them is an important skill for educators to have. This is especially the case with very young children who may not be able to communicate their needs and wishes verbally.

…….”

No Comments »

Nurturing Metacognition in Kindergarten

https://kindergartenlife.wordpress.com/2015/03/29/a-culture-of-learning-connecting/#comments

A great example of nurturing “metacognition” in kindergarten

“As an educator I am always trying to weave big ideas we have explored into the work, the choices my students make. Just by doing this I begin to help my students explore and also think about the what and how they came up with when they are creating their own representations of their learning…..”

No Comments »

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

No Comments »

Allows All to Have Their Voices Heard

5 Powerful Questions Teachers Can Ask Students

http://www.edutopia.org/blog/five-powerful-questions-teachers-ask-students-rebecca-alber

“To help student feel more comfortable and confident with answering questions and asking ones of their own, you can use this scaffold: Ask a question, pause, and then invite students to “turn and talk” with a neighbor first before sharing out with the whole group. This allows all to have their voices heard and also gives them a chance to practice their responses before sharing in front of the whole class.”

What do you think?
Why do you think that?
How do you know this?
Can you tell me more?
What questions do you still have?
(emphasis mine)

No Comments »

Hearing Learners’ Voices, Making Learning Transparent

A short excerpt from a Grant Wiggins’ post on what 5th graders think about learning..

https://grantwiggins.wordpress.com/2014/11/14/5th-graders-speak-out-survey-results/

A survey of what 5th graders think about school and learning….an excerpt

I learn best in class when –
1. Teacher is explaining a subject well and not upset or being strict because a student is being annoying.
2. Teacher is not talking too much and keeps the class moving
3. I learn best in class when the teacher explains things clearly
4. When they show pictures or videos or do not talk too little or too much.
5. Is showing a video.
6. Is describing clearly and orderly.
7……………33

No Comments »

Metacognition and Empathy

Knowing a student means being tuned in to their feelings and how they perceive their successes and “failures.” Here is one relevant view on the importance of empathy.

http://www.baytreelearning.com/blog/2014/07/22/empathy-alert-teacher-cares/

No Comments »

Skip to toolbar