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Redesign for Teachers

Expert Blindspot - there is a difference between what teachers think they are teaching and what learners are actually learning.

The one who does the work does the learning.

Practice should look like performance.

The non-conscious mind has to be persuaded to hang on to things  - if it feels good, if they think they will use this now, if they think they may use this again - it sticks. This is called teaching for transfer - being able to use the info/skill in possibly unpredictable situations in the future.

Interference- input that diminish learning 

Consolidation- brain needs to be left alone to decide what to do with the learning


More on Brain Research
1. We all need to adopt, model, and teach a growth mindset.

The Power of Belief - Mindset


2. Emotions affect learning. 
We need to create an environment where students feel challenged but not distressed: growth zone vs. panic zone. How? If we have clear expectations and students have a voice in the classroom experience, they will be more engaged and open to learning.

3. Growing neural pathways
Start with what the students already know. A great metaphor is the path through the woods. The paths you already walk are worn. You need to walk new paths repeatedly to make them clearly defined. So, when we introduce new learning, we have to revisit the topic repeatedly and make connections to what they already now.

4. The power of metaphors
People remember stories and images. Creating metaphors will help students understand unfamiliar topics or ideas.

5. Intake and output - the cerebrum and the cerebellum
Learning doesn't happen fully until what is taken in is processed in some way. When students hear a lecture or read text, they don't internalize the information until they process it by writing or talking about it. 

A New Approach
Boil it down. Select 6-8 standards for a year-long class. Begin the year by introducing those standards, and make those standards the focus of your learning activities. Develop performance-based assessments that address those standards. Find benchmarks to show students as examples. Change the way you record grades; record progress toward the standard and address learning habits separately.

Steps

 
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