Stephen Chew
Learning, You, and Dr. Chew
Misconceptions about learning:
Learning is fast.
Being good at something is due to inborn talent rather than hard work.
Knowledge is composed of isolated facts.
Multi-tasking is easy, so a person can do more than one thing at a time.
If those are misconceptions, what is true?
Learning requires time, energy, and space to “reflect,” or “understanding the meaning of experience.”
Costa, Arthur, and Bena Kallick. “Learning Through Reflection.” Learning and Leading with Habits of Mind.
http://www.ascd.org/publications/books/108008/chapters/Learning-Through-Reflection.aspx
Consider two types of mindsets:
Fixed: A person is born with innate talents.
Growth: A person develops skills through study and practice.
Richard, Michael Graham. “Fixed Mindset vs. Growth Mindset: Which One Are You?”
http://michaelgr.com/2007/04/15/fixed-mindset-vs-growth-mindset-which-one-are-you/
Morehead, James. “Stanford University’s Carol Dwek on the Growth Mindset and Education.” 19 Jun. 2012.
Knowledge is the foundation to understanding, analyzing, evaluating, and creating.
Bloom’s Taxonomy
Armstrong, Patricia. “Bloom’s Taxonomy.”
Humans do not actually multi-task; instead, attention moves between tasks.
Ona, Bernard Jonathan. “Test Your Awareness . . .”
https://www.youtube.com/watch?v=1D07neiB7HI
Moving up the Bloom’s pyramid
Elaboration: How does the concept relate to other concepts? Is it a story?
Distinctiveness: How is this concept different from other concepts?
Personal: How can I relate this concept to my own experience, something I already know?
Appropriate to Retrieval and Application: How am I expected to use this concept or information? How am I expected to apply this information?
Metacognition
Thinking about thinking.
The ability to gauge one’s own understanding.
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Mental effort: The amount of concentration available to devote to tasks
Mental effort: A limited resource
Cognitive Load: The total amount of mental effort a task requires to complete it.
If cognitive load exceeds available mental effort, performance suffers.
According to Stephen Chew, the effort required for some activities exceeds that of others:
Planning
Revising
Translating 380
Composing
Notetaking
Chess
Reading a text 195
Intentional Learning 185
Incidental Learning 175
Reading sentences 150
Text copying 150
Chew, Stephen. “How to Get the Most out of Studying Video Series.” Samford University. N.d. Web. 18 Aug. 2015. http://www.samford.edu/departments/academic-success-center/how-to-study/>.
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