Professional Development w @DTWillingham – “Why Don’t Students Like School?” #edchat

  1. Professional Development to kickstart the 2nd trimester w@DTWillingham (follow-up to our summer reading “Why Don’t Students Like School?”
  2. Books

    Click here to order Print reviews Web Reviews Radio, TV, podcasts
  3. “There is ambiguity in sentences all over the place” ~@DTWillingham How do we connect info/sentences? How do we help our students interpret?
  4. Pearls Before Swine demonstrates the importance of background knowledge:  http://www.pinterest.com/pin/21673641930049522/ … via @Larryferlazzo//cc @DTWillingham
  5. Question: “What % of vocab does the avg reader need to know before they find a text too hard?” Answer: 98% via@DTWillingham #edchat
  6. Learning&memory-textbks have many gaps, most stdnts don’t recog they don’t understand (70% don’t rec blatant contradictions) ~@DTWillingham
  7. When reading in textbooks, stdnts tend to assess comprehension on sentence by sentence basis vs understanding to big picture ~@DTWillingham
  8. Understanding texts – there’s another level of organization deeper than sentence to sentence. It’s called a situation model ~@DTWillingham
  9. Every faculty member is a reading tchr.. every1 has texts they assign 4 which some/all stdnts need instruction in how to read@DTWillingham
     
  10. Memory is the residue of thought. You will mostly need to remember meaning. But you already knew that… @DTWillingham
  11. How stuff gets in? Repetition helps if it is the *right type* of repetition. ~@DTWillingham
  12. “Not all repetition is created equal” (note: sleep during that spacing gap is very important!) @DTWillingham pic.twitter.com/k2W8hLpjvJ
  13. When studying, set tasks that require thinking about meaning. Simply rereading is a terrible way to study. ~@DTWillingham
  14. Elaborative interrogation: during reading, ask “why is this true?”@DTWillingham
  15. Highlighting => sparse, unconnected knowledge. If you’re a novice, you don’t know what’s important yet & highlight wrong thing@DTWillingham
  16. Problem: after students highlight info, they rarely read what they didn’t originally highlight. @DTWillingham
     
  17. “I know it, I just can’t explain it”#studentproblems — stdnts often have the wrong criterion for learning/understanding@DTWillingham
  18. To make stdnt better judge of what they know: criterion of knowing = explaining, not understanding when someone else explains @DTWillingham
  19. Yep! -> When studying, some must be in a situation where you cannot see your notes/texts. @DTWillingham
     
  20. 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”
  21. “We like thinking when thinking is successful” But the task needs to be adequately challenging #curiosity @DTWillingham
     
  22. Curiosity is prompted in the sweet spot of difficulty ~@DTWillingham
  23. “We understand new ideas in the context of things we already know.. & most of what we know is concrete, not abstract” ~@DTWillingham
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