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Chapter 3- Advances in the sciences of thinking and learning

\n

Some possible perceptions of learning and the human mind (none \"most correct,\" all useful views to consider in turn):

\n\n

Cognitive architecture concepts:

\n\n

Prior knowledge matters.

\n

The difference between experts and novices is that experts chunk their knowledge into efficient schemas.

\n

Power law of practice: there's a logarithmic decrease in the time it takes to complete a task. This is caused by items (such as vocabulary words) moving from short-term into long-term memory, which allows students to practice fluency.

\n

Social contexts give learners feedback as they watch and react to the actions of those around them.

\n

Metacognition is vital and hard to measure.

\n

Transfer is important - can you transfer concepts from the place you learned it into another domain, either near or far from the original?

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Chapter 2 - The Nature of Assessment and Reasoning from Evidence

\n

Formative vs summative assessment

\n

validity: an assessment has it when evidence and theory support score interpretations.

\n

reliability: an assessment has it when it has consistent results upon repeated use.

\n

There's an assessment triangle, too:

\n\n

To develop an assessment, come up with models of how students think about your subject - for instance, they could believe A, B, or C. Then think about situations where A, B, and C beliefs would result in different outcomes/answers, and check if it works.

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Chapter 3 - Work on the hard parts (aka Deliberate Practice)

\n

In order for feedback to be useful, students need to understand how to put it to practical use in their context. It must be actionable.

\n

Feedback can be implicit in an activity instead of given separately by a teacher. Think about basketball - you know if you made the basket or not without your coach telling you.

\n

When you isolate and improve a hard part (as in a tricky piano passage), make sure you integrate it back to the whole as well.

\n

Ask yourself: \"What's hard about this and why?\" Some examples of qualities that make things conceptually) difficult:

\n\n

There are different types of \"hard\" knowledge:

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He describes how teaching any subject at any level can be made more effective if students are introduced to the \"whole game,\" rather than isolated pieces of a discipline. Perkins explains how learning academic subjects should be approached like learning baseball or any game, and he demonstrates this with seven principles for making learning whole: from making the game worth playing (emphasizing the importance of motivation to sustained learning), to working on the hard parts (the importance of thoughtful practice), to learning how to learn (developing self-managed learners).", "series": "", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "", "date": "2009", "publisher": "Jossey-Bass", "place": "San Francisco, Calif.", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "numPages": "", "ISBN": "9780470384527 0470384522 9780470633717 0470633719", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Making learning whole", "language": "English", "libraryCatalog": "Open WorldCat", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2012-02-01T14:12:54Z", "dateModified": "2012-02-01T14:12:54Z" } }, { "key": "2M9G6QTC", "version": 1, "library": { "type": "group", "id": 65408, "name": "curriculum-assessment-and-pedagogy-2012", "links": { "alternate": { "href": "https://www.zotero.org/groups/curriculum-assessment-and-pedagogy-2012", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/65408/items/2M9G6QTC", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/curriculum-assessment-and-pedagogy-2012/items/2M9G6QTC", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/65408/items/XWP9BIND", "type": "application/json" } }, "meta": { "createdByUser": { "id": 118220, "username": "mchua", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mchua", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "2M9G6QTC", "version": 1, "parentItem": "XWP9BIND", "itemType": "note", "note": "

This paper is a position summary of why the curriculum-assessment-pedagogy triad is important to implement, written for an audience of teachers, administrators, and education policymakers.

\n

P 1-2: Main points of this paper are that (1) our research knowledge about how people learn has not been put into teaching practice, (2) we know about and must focus on adaptive expertise - creativity and innovation - that goes beyond rote skills, and (3) our assessment system needs a complete overhaul so it can focus on curricular goals.

\n

P 3: Students enter a classroom with preconceptions.

\n

Q 4: \"...to develop competence in an area of inquiry, students must: (a) have a deep foundation of factual knowledge, (b) understand facts and ideas in the context of a conceptual framework, and (c)
organize knowledge in ways that facilitate retrieval and application.\"

\n

Q 4: \"Experts, regardless of the field, always draw on a richly structured information base; they are not just “good thinkers” or “smart people.” [They have] The ability to plan a task, to notice patterns, to generate reasonable arguments and explanations, and to draw analogies to other problems...\"

\n

P 5: Take a metacognitive approach to learning - have students define their own goals and monitor their own progress, too. This is part of adaptive expertise.

\n

P 7: Do our tests tell us why students are answering a certain way, or just what answers they are giving? Do they show progress over time, or only a snapshot?

\n

P 8: There's a difference between a test meant to monitor the overall status of educational achievement (in a school, state, or country) and one meant to monitor the attainment of individual students.

\n

P 12: Analogy - if we put more individual assessments inline, it would transform education in the same way barcodes and automated inventory check-in/check-out transformed retail businesses, which no longer needed to shut down annually for Inventory Counting Day and simultaneously got a richer flow of current information.

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Chapter 1

\n

P 3-4: How do teachers cope with a flood of vague objectives? They need to organize them in a framework or taxonomy.

\n

N ^: It's not addressed in this chapter, but the entire book deals with using Bloom's Taxonomy to do this.

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Cognitive psychologists, curriculum specialists, teacher educators, and researchers have developed a two-dimensional framework, focusing on knowledge and cognitive processes. In combination, these two define what students are expected to learn in school. It explores curriculums from three unique perspectives-cognitive psychologists (learning emphasis), curriculum specialists and teacher educators (C & I emphasis), and measurement and assessment experts (assessment emphasis). This revisited framework allows you to connect learning in all areas of curriculum. Educators, or others interested in educational psychology or educational methods for grades K-12.", "series": "", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "", "date": "2001", "publisher": "Longman", "place": "New York", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "numPages": "", "ISBN": "0321084055 9780321084057 080131903X 9780801319037", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "A taxonomy for learning, teaching, and assessing", "language": "English", "libraryCatalog": "Open WorldCat", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2012-01-23T23:35:18Z", "dateModified": "2012-01-23T23:35:18Z" } }, { "key": "F4ZQE526", "version": 1, "library": { "type": "group", "id": 65408, "name": "curriculum-assessment-and-pedagogy-2012", "links": { "alternate": { "href": "https://www.zotero.org/groups/curriculum-assessment-and-pedagogy-2012", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/65408/items/F4ZQE526", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/curriculum-assessment-and-pedagogy-2012/items/F4ZQE526", "type": "text/html" } }, "meta": { "createdByUser": { "id": 118220, "username": "mchua", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mchua", "type": "text/html" } } }, "creatorSummary": "Fink", "numChildren": 1 }, "data": { "key": "F4ZQE526", "version": 1, "itemType": "document", "title": "A Self-Directed Guide to\nDesigning Courses for Significant Learning", "creators": [ { "creatorType": "author", "firstName": "L. Dee", "lastName": "Fink" } ], "abstractNote": "", "type": "", "date": "", "publisher": "", "place": "", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2012-01-23T23:30:38Z", "dateModified": "2012-01-23T23:34:40Z" } }, { "key": "R8IQHUAW", "version": 1, "library": { "type": "group", "id": 65408, "name": "curriculum-assessment-and-pedagogy-2012", "links": { "alternate": { "href": "https://www.zotero.org/groups/curriculum-assessment-and-pedagogy-2012", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/65408/items/R8IQHUAW", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/curriculum-assessment-and-pedagogy-2012/items/R8IQHUAW", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/65408/items/F4ZQE526", "type": "application/json" } }, "meta": { "createdByUser": { "id": 118220, "username": "mchua", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mchua", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "R8IQHUAW", "version": 1, "parentItem": "F4ZQE526", "itemType": "note", "note": "

A course design worksheet that steps through the CAPs model. Good for walking through the first iteration of writing a new course.

\n

P 8: Teachers should think \"what do I want my students to know about this subject many years from now?\"

\n

P 9: Many kinds of learning goals, not just knowledge and application; consider integration, human dimensions (what do I want students to learn about themselves and others?), caring, and metacognition/learning-how-to-learn.

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Among its many recommendations for improving\nhow we currently educate our youth, as well as re-educate adults in the workforce, are\nthe need for dramatic changes in the processes of teaching, learning, and assessment\nleading to substantial gains in the overall achievement outcomes of the system. In\nmany respects, the current Report builds on ideas offered in the first Commission\nReport released over 15 years ago. That Report was a stimulus for the standards and\naccountability movement in America, a movement that has led to many changes in\nAmerican education. Some of those changes have proven useful such as the attempt to\ndevelop serious content standards for multiple areas of the curriculum. But some have\nproven not very helpful, such as the proliferation of accountability-oriented\nassessments that serve to undermine attainment of those very same achievement\nstandards.\nThis brief essay attempts to provide an argument in support of some of the critical\nchanges advocated in the “New” Report. The argument is based on an accumulating\nbody of theory and research on learning and knowing that has profound implications\nfor how to transact key aspects of the educational process. Much of what is presented is\nconsonant with ideas and conclusions reached in a number of National Research\nCouncil Reports on learning, instruction, and assessment issued over the last decade,\nstarting with the Science Standards in 1996 (NRC, 1996). Many of the most pertinent\nNRC reports have appeared within the last 6 years (e.g., Bransford, Brown, Cocking,\nDonovan & Pellegrino, 2000; Donovan & Bransford, 2005; Donovan & Pellegrino, 2004;\nKilpatrick, Swafford & Findell, 2001; NRC, 2002, 2003; Pellegrino, Chudowsky & Glaser,\n2001; Wilson & Bertenthal, 2005).\nThree major points need to be made in support of key recommendations contained in\nthe New Commission Report.\nFirst, we know a great deal more about the nature of competence and the development\nof expertise in multiple areas of the curriculum including mathematics, science,\nliterature, history, and the arts. However, very little of that knowledge has been used to\ndate to shape the nature of our curricular goals, our instructional processes, or our\nmodes of assessment. Standards alone are not enough – we must translate those\nstandards into details about the nature of knowledge and the development of\nunderstanding that can guide three key aspects of the educational process – curriculum,\ninstruction, and assessment.\nSecond, the type of expertise advocated in the Commission Report goes well beyond the\ndevelopment of basic skills and “routine expertise” and represents instead the levels of\nknowledge and understanding that can support transfer to new problems, creativity\n©National Center on Education and the Economy, 2006\n1\nand innovation, something that we now recognize as “adaptive expertise.” The latter\nshould be our target if we are to succeed in the ways advocated by the Report.\nFurthermore, given that teaching requires a unique form of expertise above and beyond\nknowledge of a given discipline, we must develop teachers who themselves have\nadaptive expertise in the domain of daily classroom instruction.\nThird, our assessment system is seriously flawed and broken. Given the amount that\nwe currently spend on the large-scale assessment of academic achievement, we get very\nlittle in the way of positive return on investment. Many believe the return is actually\nnegative with respect to valued educational outcomes. Unless our approach to\nassessment is changed substantially so that it can support processes of teaching and\nlearning focused on deep learning and understanding, there is little hope of attaining\nthe levels of achievement advocated in the New Commission Report. Thus, the dollars\nwe now spend on assessment should be reinvested in more targeted and efficacious\nassessment approaches tied to important curricular goals. These assessments should be\nmeaningful to the individuals assessed and have real value in determining their\nreadiness to move on in the educational system.\nIn the remainder of this essay, information is provided that supports each of these three\nmajor points. At the core of the argument is the idea that knowledge about the nature\nof learning and understanding is key to accomplishing our educational goals. Such\nknowledge should serve as the cornerstone for designing an educational process\ndirected towards attaining the goals identified in the New Commission Report. To start\nthat discussion, however, we need to briefly consider three interacting elements of\neducational practice, including the disjunctures that often occur among them, and what\nrole an understanding of learning and knowing can play in achieving synergy of the\ntype argued for in the New Commission Report rather than the chaos that now exists.", "type": "", "date": "November 2006", "publisher": "National Center on Education and the Economy", "place": "", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "en", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": { "owl:sameAs": "http://zotero.org/groups/64741/items/9JIS2MCZ" }, "dateAdded": "2012-01-23T14:48:21Z", "dateModified": "2012-01-23T14:48:21Z" } }, { "key": "82KM8S24", "version": 1, "library": { "type": "group", "id": 65408, "name": "curriculum-assessment-and-pedagogy-2012", "links": { "alternate": { "href": "https://www.zotero.org/groups/curriculum-assessment-and-pedagogy-2012", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/65408/items/82KM8S24", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/curriculum-assessment-and-pedagogy-2012/items/82KM8S24", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/65408/items/PPKZFZZA", "type": "application/json" } }, "meta": { "createdByUser": { "id": 118220, "username": "mchua", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mchua", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "82KM8S24", "version": 1, "parentItem": "PPKZFZZA", "itemType": "note", "note": "

Chapter 1

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Q 13: Teachers are designers.

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P 16: Twin sins of traditional design are twofold. (1) Activity-oriented design is being \"hands-on without being minds-on\" and (2) an overfocus on coverage for its own sake.

\n

P 17-19: 3 stages of backward design. (1) Identify desired results, (2) determine acceptable evidence, and (3) plan learning experiences and instruction.

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N 25-27: The use of design standards turns teaching from a \"pure art\" into a practice that can be more concretely talked about and evaluated - not objectively or quantitatively, perhaps, but evaluated rigorously. We can't hide lack of substance under style.

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