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Professional Development to kickstart the 2nd trimester w@DTWillingham (follow-up to our summer reading “Why Don’t Students Like School?”
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“There is ambiguity in sentences all over the place” ~@DTWillingham How do we connect info/sentences? How do we help our students interpret?
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Pearls Before Swine demonstrates the importance of background knowledge: http://www.pinterest.com/pin/21673641930049522/ … via @Larryferlazzo//cc @DTWillingham
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Question: “What % of vocab does the avg reader need to know before they find a text too hard?” Answer: 98% via@DTWillingham #edchat
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Learning&memory-textbks have many gaps, most stdnts don’t recog they don’t understand (70% don’t rec blatant contradictions) ~@DTWillingham
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When reading in textbooks, stdnts tend to assess comprehension on sentence by sentence basis vs understanding to big picture ~@DTWillingham
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Understanding texts – there’s another level of organization deeper than sentence to sentence. It’s called a situation model ~@DTWillingham
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Every faculty member is a reading tchr.. every1 has texts they assign 4 which some/all stdnts need instruction in how to read@DTWillingham
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Memory is the residue of thought. You will mostly need to remember meaning. But you already knew that… @DTWillingham
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How stuff gets in? Repetition helps if it is the *right type* of repetition. ~@DTWillingham
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“Not all repetition is created equal” (note: sleep during that spacing gap is very important!) @DTWillingham pic.twitter.com/k2W8hLpjvJ
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When studying, set tasks that require thinking about meaning. Simply rereading is a terrible way to study. ~@DTWillingham
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Elaborative interrogation: during reading, ask “why is this true?”@DTWillingham
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Highlighting => sparse, unconnected knowledge. If you’re a novice, you don’t know what’s important yet & highlight wrong thing@DTWillingham
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Problem: after students highlight info, they rarely read what they didn’t originally highlight. @DTWillingham
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“I know it, I just can’t explain it”#studentproblems — stdnts often have the wrong criterion for learning/understanding@DTWillingham
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To make stdnt better judge of what they know: criterion of knowing = explaining, not understanding when someone else explains @DTWillingham
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Yep! -> When studying, some must be in a situation where you cannot see your notes/texts. @DTWillingham
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We tap into our memory before we “think” @DTWillingham <- see this all the time when working w stdnts in math, I call it their “robot brain”
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“We like thinking when thinking is successful” But the task needs to be adequately challenging #curiosity @DTWillingham
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Curiosity is prompted in the sweet spot of difficulty ~@DTWillingham
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“We understand new ideas in the context of things we already know.. & most of what we know is concrete, not abstract” ~@DTWillingham