Entrepreneurial teachers
What is active learning?
Active learning activity (ALA)
example: think – pair – share
a new word… metadidaxis
Learning objectives: Define &
experience metacognition
Apply that knowledge to metadidaxis
Metacognition…thinking about thinking
Awareness of my thinking processesWhat do I know? What do I need to know? Where
will I find it? How will it be evaluated? Planning my strategies
How long will it take? What are my priorities? How should I organize my time? Am I on the right track? What approach should I use?
Reflection (formative/summative)What works best for me? What doesn’t? Is this
approach generally useful? Why? Why not? What can I take away from this experience?
What are the three components of metacognition?
http://scienceandsociety.co.uk/results.asp?image=10404186&wwwflag=2&imagepos=5
What happened in your brain?
http://upload.wikimedia.org/wikipedia/commons/thumb/8/87/Brontosaurus_(PSF).jpg/800px-Brontosaurus_(PSF).jpghttp://www.ens-newswire.com/ens/aug2007/20070830_thunderstorm.jpg
Metacognition…consciously monitoring thinking
http://upload.wikimedia.org/wikipedia/commons/thumb/8/87/Brontosaurus_(PSF).jpg/800px-Brontosaurus_(PSF).jpghttp://www.ens-newswire.com/ens/aug2007/20070830_thunderstorm.jpg
What are the three components of metacognition?
Metadidaxis…consciously monitoring your teaching
Awareness of my students & my goalsWhat do my students know? What do they need
to know? Where will they learn it? How will they (& I) evaluate it?
Planning how to achieve these goalsHow long will it take? What are my priorities?
How should I organize my time? Am I on the right track? What approach should I use? What will they do?
Reflection (formative & summative)What works best for my students? What
doesn’t? Is this approach generally useful? Why? Why not? What can I take away from this class?
Metadidaxis…consciously monitoring your teaching
What is learning?
How do you know when you know something?
How do you know when your students know something?
What do we know about learning?
What is learning?
Information, ideas, & skills that a person can
Use after a significant period of disuse
Apply to a new problem
Psychology Biology
http://bjorklab.psych.ucla.edu/research.html
Key findings about learning
1. The person who _____ does the learning.2. The brain is social; _____ learn better _____.3. Each brain is _____.4. Making memories requires _____, _____ ,
and _____ .5. Human brains work best when _____ are
activated, but _____ is most important.6. Brains can’t NOT learn – capacity is
essentially infinite. There’s always hope!
After Terry Doyle, http://learnercenteredteaching.wordpress.com/
Key findings about learning
The person who does the work (questing) does the learning.
The brain is social – groups of brains almost always learn better than individual brains.
Each brain is unique and elastic. Making memories requires repetition,
feedback, elaboration, and sleep. Human brains work best when multiple senses
are activated, but vision is most important. Brains can’t NOT learn – capacity is essentially
infinite. There’s always hope!
After Terry Doyle, http://learnercenteredteaching.wordpress.com/
ALA rubric
Is the student doing the work? Are students working together & exchanging
information, ideas, skills? Does the activity engage multiple brains? Are
students each learning in a meaningful way? Does the activity offer multiple opportunities for
repetition/practice, feedback, elaboration, and sleep?
Does the activity involve multiple senses? Brains can’t NOT learn – capacity is essentially
infinite. There’s always hope!
After Terry Doyle, http://learnercenteredteaching.wordpress.com/
What does active learning look like?Active Learning Activity (ALA) Rubric
The person who does the work does the learning.
The brain is social – groups of brains almost always learn better than individual brains.
Brains are different. Making memories requires repetition,
elaboration, and sleep. Human brains work best when multiple senses
are activated, but vision is most important. Brains can’t NOT learn – capacity is essentially
infinite. There’s always hope!After Terry Doyle, http://learnercenteredteaching.wordpress.com/
ALA example: invoke humanity
continuum
Alex Deford
From Alex, the Life of a Child By Frank Deford (1983, 1997) http://www.amazon.com/gp/product/
1558535527/102-0946512-0637757?v=glance&n=283155
Another key finding about learning
Emotion can promote or interfere with learning.
After Terry Doyle, http://learnercenteredteaching.wordpress.com/
GAINS
LOSSES