Eclectic Technology
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Education Technology
Tech tools that assist all students to be independent learners & teachers to become better teachers
Curated by Beth Dichter
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Quiz Yourself: How Good Are You at Teaching the Art of Learning?

Quiz Yourself: How Good Are You at Teaching the Art of Learning? | Eclectic Technology | Scoop.it
From blogs.kqed.org - August 27, 2014 9:35 PM
Test how well you know some of these counterintuitive study tips.
Beth Dichter's insight:

Do you know how your brain learns new information. On August 25, 2014 I posted How Does The Brain Learn Best? Smart Studying Strategies. This post is a follow-up to that post and has five questions. Below is one of the questions with the answers, but to see if you are correct you will need to click through to the post. 

Quoting from the post:

4) Your students each have an important class presentation to make in the coming days, and they need to memorize some material by heart. How much time should they spend studying and how much time practicing from memory?

A. A third of the time reading, two-thirds practicing from memory.
B. 90 percent studying the text — and 10 percent practicing from memory at the end.
C. 50 percent reading, 50 percent practicing.
D. Just read it a few times and sleep on it.

If learning how to learn is something you would like to learn more about, and if you would be willing to participate in a MOOC, Coursera will be offering the course Learning How To Learn again. It will begin on Oct. 3rd, so head over to Coursera to sign up. The course is free (unless you need documentation that you took it, in which case it will cost $49). I am in the final week of the course and would recommend it to you. At some point I will post my final assignment to share.

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Gary Harwell's curator insight, August 29, 2014 3:47 AM

Not only do we have to teach English but we have to teach the students how to Learn.
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Eight Ways of Looking at Intelligence | MindShift

Eight Ways of Looking at Intelligence | MindShift | Eclectic Technology | Scoop.it
From blogs.kqed.org - June 10, 2013 10:49 PM

"..considering eight ways of looking at intelligence—eight perspectives provided by the science of learning. A few words about that term: The science of learning is a relatively new discipline born of an agglomeration of fields: cognitive science, psychology, philosophy, neuroscience. Its project is to apply the methods of science to human endeavors—teaching and learning—that have for centuries been mostly treated as an art.

As with anything to do with our idiosyncratic and unpredictable species, there is still a lot of art involved in teaching and learning. But the science of learning can offer some surprising and useful perspectives on how we guide and educate young people. And so: Eight Ways Of Looking At Intelligence."

Beth Dichter's insight:

What are the eight ways? The short version is listed below, but the post provides longer descriptions as well as links to additional information.

* Situation can make us smarter. They can evoke or supress our intelligence.

* Beliefs can make us smarter. Think of mindsets as in growth mindset or fixed mindset.

* Expertise can make us smarter. Deep knowledge does make a difference.

* Attention can make us smarter. Resisting the urge to multitask and staying focused on the task is important.

* Emotions can make us smarter. Our emotional state impacts how we think and act.

* Technology can make us smarter. We need to learn when technology can help us, and when to put it away.

* Our bodies can make us smarter. The physical state of our body impacts our ability to learn.

* Relationships can make us smarter. A sense of belonging can make a difference.

This post may challenge how you look at intelligence. Check it out!

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Carlos Fosca's curator insight, June 11, 2013 4:37 PM

Las situaciones que vivimos diariamente, nuestras creencias, la experiencia que acumulamos, la capacidad de atención, el sentimiento de la esperanza que albergamos, son algunos aspectos que pueden mejorar nuestra inteligencia. La tecnología también nos puede hacer más inteligentes o más “tontos”. Estudios del cerebro han encontrado que cuando usamos herramientas, incluyendo dispositivos electrónicos, nuestra mente los puede asociar como una extensión de nuestro cuerpo. Sin embargo, utilizar la internet precisamente como parte de nuestro cerebro para almacenar hechos, sin la necesidad de retenerlos mentalmente, puede atrofiar habilidades clave para la sociedad del conocimiento. El pensamiento crítico, la capacidad de resolver problemas, el trabajo colaborativo y la creatividad, entre otros, no pueden emerger en el “disco duro” de un cerebro humano vacío de contenidos.
Joanne Troutner's curator insight, June 16, 2013 11:37 AM

Summer reading & thinking for educators
Tony Meehan's curator insight, July 15, 2014 4:26 PM

interesting article highlighting the evidence that intelligence is not a fixed entity but is something that needs to be nurtured and helped grow in all of us.  The evidence from the fields of cognitive science, psychology, philosophy, neuroscience combine to create the science of learning.  As educators we have to get to grips with the complexities of learning and we can only do this by gaining a deeper understanding of these fields and how they help us reframe our approaches to teaching and learning.
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How Does the Brain Learn Best? Smart Studying Strategies

How Does the Brain Learn Best? Smart Studying Strategies | Eclectic Technology | Scoop.it
From blogs.kqed.org - August 25, 2014 10:41 PM

"In his new book, “How We Learn: The Surprising Truth about When, Where, and Why It Happens,” author Benedict Carey informs us that “most of our instincts about learning are misplaced, incomplete, or flat wrong” and “rooted more in superstition than in science.”

Beth Dichter's insight:

How do we learn? This post explores this issue and provides some suggstions on some best practices for studying. 

The author of the post provides three "take-aways" from the book.

* "Forgetting isn't always bad."

* "The brain is a foraging learner."

* "We can be tactical in our learning."

A number of suggestions on best ways to study are also included.

* Rather than cramming study material for a shorter period of time everyday. You will retain more.

* Studying in different locations may be beneficial.

* Taking breaks after intense studying is good. It provides a break for your brain. This is called diffuse learning.

* Rather than rereading material quiz yourself on it to see how much you recall.

Additional suggestions are included in the post and there is more information. 

If this is an area of interest to you Coursera will be running another session of Learning How to Learn, beginning in early October. The course is free unless you want to receive a Certificate. I can vouch for this course as I am currently enrolled and at some point in the near future I will share more information about it. To learn more about the course go to Learning How to Learn. 

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Principles of Instruction - Research Based Strategies All Teachers Should Know.pdf

From www.aft.org - April 1, 2012 4:03 PM

"This article presents 10 research-based principles of instruction, along with suggestions for classroom practice. These principles come from three sources: (a) research in cognitive science, (b) research on master teachers, and (c) research on cognitive supports…The fact that the instructional ideas from three different sources supplement and complement each others gives us faith in the validity of these findings."

Although these ideas may not be new they are discussed in detail, potentially providing some new insights:

* Begin each lesson with a short review of previous learning,
* Present new material in small steps with student practice after each step,
* Ask a large number of questions and check the response of all students,
* Provide models,
* Guide student practice,
* Check for student understanding,
* Obtain a high success rate,
* Provide scaffolds for difficult tasks,
* Require and monitor independent practice,
* Engage students in weekly and monthly review.

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