Обсуждение:The ABCs of How We Learn - История изменений

Patarakin: /* Why does it work? */

2025-02-26T17:27:07Z

Why does it work?

← Предыдущая версия		Версия от 20:27, 26 февраля 2025
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	=== Why does it work? ===		=== Why does it work? ===
	Drawing analogies allows students to make sense of a new concept by relying on a familiar one, taking advantage of their prior knowledge. Analogies are also powerful because they help students to find the common principle despite surface differences of examples. ~~What~~		Drawing analogies allows students to make sense of a new concept by relying on a familiar one, taking advantage of their prior knowledge. Analogies are also powerful because they help students to find the common principle despite surface differences of examples.

	== Belonging ==		== Belonging ==

Patarakin: /* Why does it work? */

2025-02-04T11:18:16Z

Why does it work?

← Предыдущая версия		Версия от 14:18, 4 февраля 2025
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	=== Why does it work? ===		=== Why does it work? ===
	One part of the motivation equation is the perceived utility of success. The second part is whether people believe they can succeed. People make attributions about whether they can cause their own success. Improving these attributions increases the likelihood they will engage and persist in a challenging task.		One part of the motivation equation is the perceived utility of success. The second part is whether people believe they can succeed. People make attributions about whether they can cause their own success. Improving these attributions increases the likelihood they will engage and persist in a challenging task.


			HAVE YOU TAUGHT? That is a rhetorical question. Of course you have. Humans have a basic need to teach one another. Teachers do it; so do parents, friends, siblings, gossips, and employers. People even teach themselves. Today alone, among our many teaching experiences, we showed a toddler how to peel a banana, familiarized an out-of-town visitor with the commuter train, returned written feedback on a statistics assignment, and coaxed a puppy to sit, yet again. Given that you have taught, you might also recall a time when it did not work very well. So, you tried another approach and it worked better. Here is a common example: Someone asks you for directions to a building or store, and you reply, “Sure!” because you certainly know where it is. But soon enough, you find yourself gesturing ineffectually as confusion crosses the listener’s face. Finally, you just draw a map. What is the moral of this story? It is not that perseverance pays off, though that is often true. The moral is that there are many different ways we teach one another. Moreover, different ways of teaching are suited to different types of learning. For instance, the visual system is very good at learning spatial material, and that is why a map usually works better than words when it comes to spatial directions. Learning is not a single thing—there is no central processing unit responsible for all learning, and the brain is not a homogenous lump of neurons. The brain has many learning systems each of which has a different neural structure and a unique appetite. Effective instruction depends on choosing pedagogical moves that nourish the right learning system for the desired outcomes. If you want people to learn to respond appropriately to frustration, give them a chance to observe a role model, don’t just tell them to buck up. If you want people to change their bad habits, use reinforcement, not willpower

			Core mechanics of learning.

Patarakin: /* QUESTION-DRIVEN LEARNING */

2025-02-02T12:50:13Z

QUESTION-DRIVEN LEARNING

← Предыдущая версия		Версия от 15:50, 2 февраля 2025
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	<graphviz>		<graphviz>
	digraph InqueryCycle {		digraph InqueryCycle {
			layout = "circo";
	node [shape=none];		node [shape=none];
	edge [dir=none, color=gray];		edge [dir=none, color=gray];

Patarakin: /* Why does it work? */

2025-02-02T12:49:22Z

Why does it work?

← Предыдущая версия		Версия от 15:49, 2 февраля 2025
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	}		}
			</graphviz>

			----

			<graphviz>
			digraph InqueryCycle {
			node [shape=none];
			edge [dir=none, color=gray];

			Find [label=<1 <b>Найти</b><br/>мою тему >];
			Decide [label=<2 <b>Выбрать</b><br/>мою гипотезу >];
			Plan [label=<3 <b>Спланировать</b><br/>методы >];
			Collect [label=<4 <b>Собрать</b><br/>доказательства >];
			Analyze [label=<5 <b>Проанализировать</b><br/>и представить<br/>доказательства >];
			Respond [label=<6 <b>Ответить</b><br/>на мою гипотезу >];
			Share [label=<7 <b>Поделиться</b><br/>обсуждением моего исследования >];
			Reflect [label=<8 <b>Обдумать</b><br/>мой прогресс >];

			Find -> Decide -> Plan -> Collect -> Analyze -> Respond -> Share -> Reflect;

			Find -> Plan;
			Find -> Collect;
			Find -> Analyze;
			Find -> Respond;
			Find -> Share;

			Reflect -> Find;
			Reflect -> Decide;
			Reflect -> Plan;
			Reflect -> Collect;
			Reflect -> Analyze;
			Reflect -> Respond;

			Decide -> Find;
			Decide -> Collect;
			Decide -> Analyze;
			Decide -> Respond;
			Decide -> Share;
			Decide -> Reflect;

			Plan -> Analyze;
			Plan -> Respond;
			Plan -> Share;
			Plan -> Reflect;

			Collect -> Share;
			Collect -> Respond;
			}
	</graphviz>		</graphviz>

Patarakin: /* Why does it work? */

2025-02-02T11:52:29Z

Why does it work?

← Предыдущая версия		Версия от 14:52, 2 февраля 2025
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	<graphviz>		<graphviz>
	digraph InqueryCycle {		digraph InqueryCycle {
	layout = "~~sfdp~~";		layout = "circo";
	node [shape=none];		node [shape=none];
	edge [dir=none, color=gray] ;		edge [dir=none, color=gray] ;

Patarakin: /* Why does it work? */

2025-02-02T11:52:02Z

Why does it work?

← Предыдущая версия		Версия от 14:52, 2 февраля 2025
Строка 322:		Строка 322:
	<graphviz>		<graphviz>
	digraph InqueryCycle {		digraph InqueryCycle {
	layout = "~~neato~~";		layout = "sfdp";
	node [shape=none];		node [shape=none];
	edge [dir=none, color=gray] ;		edge [dir=none, color=gray] ;

Patarakin: /* Why does it work? */

2025-02-02T11:51:25Z

Why does it work?

← Предыдущая версия		Версия от 14:51, 2 февраля 2025
Строка 322:		Строка 322:
	<graphviz>		<graphviz>
	digraph InqueryCycle {		digraph InqueryCycle {
			layout = "neato";
	node [shape=none];		node [shape=none];
	edge [dir=none, color=gray] ;		edge [dir=none, color=gray] ;

Patarakin: /* QUESTION-DRIVEN LEARNING */

2025-02-02T11:50:24Z

QUESTION-DRIVEN LEARNING

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 ** SCI-WISE Inquiry Cycle engages students in a six-step inquiry (Question, Hypothesize, Investigate, Analyze, Model, and Evaluate)
 ** Scanlon, E., Anastopoulou, S., Kerawalla, L., & Mulholland, P. (2011). How technology resources can be used to represent personal inquiry and support students’ understanding of it across contexts. Journal of Computer Assisted Learning, 27, 516–529. -
 == REWARD ==

Patarakin: /* QUESTION-DRIVEN LEARNING */

2025-02-02T10:27:34Z

QUESTION-DRIVEN LEARNING

← Предыдущая версия		Версия от 13:27, 2 февраля 2025
Строка 313:		Строка 313:
	=== Why does it work? ===		=== Why does it work? ===
	Question-driven learning draws on several useful mechanisms. Curiosity drives reward and motivation systems. Learning with a problem-solving orientation can help students apply what they have learned to solve problems in the future. A focusing question allows disparate information to build into a network of related ideas, which should support memory retrieval.		Question-driven learning draws on several useful mechanisms. Curiosity drives reward and motivation systems. Learning with a problem-solving orientation can help students apply what they have learned to solve problems in the future. A focusing question allows disparate information to build into a network of related ideas, which should support memory retrieval.


			* Personal Inquiry: Orchestrating Science Investigations Within and Beyond the Classroom
			** https://www.tandfonline.com/doi/full/10.1080/10508406.2014.944642#d1e328
			** SCI-WISE Inquiry Cycle engages students in a six-step inquiry (Question, Hypothesize, Investigate, Analyze, Model, and Evaluate)
			** Scanlon, E., Anastopoulou, S., Kerawalla, L., & Mulholland, P. (2011). How technology resources can be used to represent personal inquiry and support students’ understanding of it across contexts. Journal of Computer Assisted Learning, 27, 516–529. -

	== REWARD ==		== REWARD ==

Patarakin в 20:21, 31 января 2025

2025-01-31T20:21:03Z

← Предыдущая версия		Версия от 23:21, 31 января 2025
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	The key outcome of learning through analogy is the ability to transfer the key concept to a new situation. This is a critical outcome because we want students to problem solve on their own, even when there is no teacher around to tell them which concept they should be using...		The key outcome of learning through analogy is the ability to transfer the key concept to a new situation. This is a critical outcome because we want students to problem solve on their own, even when there is no teacher around to tell them which concept they should be using...

	=== What is the core [[learning mechanic]]? ===		=== What is the core learning mechanic? ===
	; Finding the similarity between two or more examples despite differences on the surface.		Finding the similarity between two or more examples despite differences on the surface.

	What is an example, and what is it good for? What is the same about an insect that looks like a stick and a golden lion that crouches in tall dry grass? Asking students to find the analogy helps them learn the key idea (e.g., camouflage), rather than focusing on irrelevant features like how majestic a lion looks. Analogies improve understanding of the underlying principle and increase the chances that students will spontaneously transfer that principle to a new situation. This is a top goal of education: enabling students to take what they learn in school and use it outside of school.		What is an example, and what is it good for? What is the same about an insect that looks like a stick and a golden lion that crouches in tall dry grass? Asking students to find the analogy helps them learn the key idea (e.g., camouflage), rather than focusing on irrelevant features like how majestic a lion looks. Analogies improve understanding of the underlying principle and increase the chances that students will spontaneously transfer that principle to a new situation. This is a top goal of education: enabling students to take what they learn in school and use it outside of school.
Строка 18:		Строка 18:

	=== What is the core learning mechanic? ===		=== What is the core learning mechanic? ===
	Feeling that one belongs will increase effort and decrease distracting thoughts of inadequacy or alienation.		; Feeling that one belongs will increase effort and decrease distracting thoughts of inadequacy or alienation.

	=== Why does it work? ===		=== Why does it work? ===
Строка 27:		Строка 27:

	=== What is the core learning mechanic? ===		=== What is the core learning mechanic? ===
	Noticing the difference between two or more examples that seem the same at a glance.		; Noticing the difference between two or more examples that seem the same at a glance.

	What is an example, and what is it good for? Comparing a square knot to a granny knot. The close comparison can help people see the differences, which in turn can prepare them understand an explanation of why the square knot is preferable to the granny knot. Contrasting cases help people notice subtle but important details that they might otherwise overlook. These details help people recognize one thing from another, and they prepare people to understand why the difference is important. Contrasting cases increase the chances that people will use the right knowledge at the right time, because people learn to recognize cues in the environment.		What is an example, and what is it good for?
			Comparing a square knot to a granny knot. The close comparison can help people see the differences, which in turn can prepare them understand an explanation of why the square knot is preferable to the granny knot. Contrasting cases help people notice subtle but important details that they might otherwise overlook. These details help people recognize one thing from another, and they prepare people to understand why the difference is important. Contrasting cases increase the chances that people will use the right knowledge at the right time, because people learn to recognize cues in the environment.

	=== Why does it work? ===		=== Why does it work? ===
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	; Applying focused and effortful practice to develop specific skills and concepts beyond one’s current abilities.		; Applying focused and effortful practice to develop specific skills and concepts beyond one’s current abilities.

	What is an example, and what is it good for? A basketball player starts practice by shooting one hundred free throws. On each shot she focuses on her balance and knee bend, striving for perfect form. Engaging in deliberate practice is necessary to develop exceptional expertise. Yet, even for those who do not seek to be world experts, it can increase improvement. For example, a student in a physics course might engage in deliberate practice by mixing up problems from different chapters of the textbook, solving each problem by first trying to determine which concept it embodies and which formula to use. Contrast this with another student who solves lots of problems simply by plugging in numbers to the given formula. While the second student may solve more problems, the quality of the first student’s practice will make it more valuable.		What is an example, and what is it good for?
			A basketball player starts practice by shooting one hundred free throws. On each shot she focuses on her balance and knee bend, striving for perfect form. Engaging in deliberate practice is necessary to develop exceptional expertise. Yet, even for those who do not seek to be world experts, it can increase improvement. For example, a student in a physics course might engage in deliberate practice by mixing up problems from different chapters of the textbook, solving each problem by first trying to determine which concept it embodies and which formula to use. Contrast this with another student who solves lots of problems simply by plugging in numbers to the given formula. While the second student may solve more problems, the quality of the first student’s practice will make it more valuable.

	=== Why does it work? ===		=== Why does it work? ===
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	=== What is the core learning mechanic? ===		=== What is the core learning mechanic? ===

	Feedback allows people to sense the discrepancy between what they did and what they should have done, which enables them to adjust future actions. What is an example, and what is it good for? When a child incorrectly claims that 9 – 7 = 3, the teacher uses blocks to lay out the correct answer and the child’s answer and then points out the difference between them (“Three is too many!”). Feedback helps people identify a discrepancy and ideally points out what to fix.		; Feedback allows people to sense the discrepancy between what they did and what they should have done, which enables them to adjust future actions.

			What is an example, and what is it good for? When a child incorrectly claims that 9 – 7 = 3, the teacher uses blocks to lay out the correct answer and the child’s answer and then points out the difference between them (“Three is too many!”). Feedback helps people identify a discrepancy and ideally points out what to fix.

	=== Why does it work? ===		=== Why does it work? ===