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Learn: what…why…how…you and…

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.

 

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Connecting Frameworks and P.O.R.T.A.L.S. Planning

Portals Door PP24Here is one example of connections I have made with the “Authentic Learning” framework.  Over the next few posts, I will show connections to other frameworks that have influenced my thinking on how learners become “Executive Learners.”  My goal is to translate these ideas into “Actions” that teachers (and students) can take to help Kids become “Executive Learners.”

PORTALS Authentic Learninghttp://authenticlearning.info/AuthenticLearning/Home.htmlSee also:Herrington, J. and Oliver, R. (2000) An instructional design framework for authentic learning environments. Educational Technology Research and Development, 48 (3)

If you click on the links below the chart, you will see the “Authentic Learning” framework in much more detail.

Purpose 1.Provide authentic contexts that reflect the way the knowledge will be used in real life2.Provide authentic tasks and activities
Operations 3.   3.Provide access to expert performances and the modelling of processes (See also 4—enable abstractions)
Remembering
Team Work 4.   4.Provide multiple roles and perspectives5.   5.Support collaborative construction of knowledge
Action 1.   1.Provide authentic contexts that reflect the way the knowledge will be used in real life9.Provide for authentic assessment of learning within the tasks
Laying a Foundation 6.   6.Promote reflection to enable abstractions to be formed(See also 3—expert performance)
Self-Management 7.   7.Promote articulation to enable tacit knowledge to be made explicit8.   8.Provide coaching and scaffolding by the teacher at critical times

.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .

AUTHENTIC LEARNING MODEL

   Introduction

    Authentic context

    Authentic task

    Expert performance

    Multiple perspectives

    Collaboration

   Articulation

    Reflection

    Coaching and scaffolding

   Authentic assessment

.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .

AUTHENTICITY MATRIX

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A Holistic Approach to Learning

Beyond Academics: What a Holistic Approach to Learning Could Look Like

By Katrina Schwartz July 6, 2015

A brief excerpt:

“From a child’s perspective, school, extracurricular activities and home are part of the continuous experience of life. From the perspective of teachers, coaches and parents, those experiences may seem more differentiated and are thus treated separately. However, if the adults in a child’s life approach his or her growth as a collaboration following a clear developmental path, every child will have a better chance at a life filled with choices and the skills to achieve goals, according to a report……”

“The report identified three “key factors” that young people need to be successful. Many programs that focus on closing the equity gap only address educational attainment. But through research and interviews with both experts and youth, the CCSR researchers have developed a broader definition of success that includes young people becoming aware of themselves and the wide range options available to them, while developing the competencies to pursue those options and make good decisions as citizens of the world.

” Agency, Integrated Identity and Competencies

http://ww2.kqed.org/mindshift/2015/07/06/beyond-academics-what-a-holistic-approach-to-learning-could-look-like/

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Hearts and Minds

Book Review

by MiddleWeb · 04/16/2015

Awaken the Learner: Finding the Source of Effective Education  By Darrell Scott and Robert J. Marzano Reviewed by Laura Von Staden

http://www.middleweb.com/21248/

A short excerpt:

“….Each of the authors have written a section. The first part, written by Scott, focuses on his work with Rachel’s Challenge, which he founded after his daughter’s death at Columbine High School in 1999. His goal is to reach students’ hearts, heads and hands, and awaken them to their role in the world. Scott discusses the human need for security, identity and belonging, which are further addressed by Marzano in part two of the book…..

He describes the self-system concept, metacognitive theory, and self-efficacy, and provides strategies to teach the cognitive skills, metacognition, and an understanding of how humans process information to generate conclusions and make decisions – most of which are made “on auto-pilot” based on individual biases. Sharing these ideas and understandings with students allows them to make better decisions, based on asking themselves key questions as they work through the process of choice….”

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