One who is aware of what they know and who is capable of judging the situations in which they can solve problems with their existing knowledge is demonstrating their metacognitive abilities. They know what they know. Greater metacognitive understanding is associated with deeper learning as well. Scholars are elucidating its importance for learners and practitioners Read More
Category: Learning
Learning Through Inference
Inferential learning requires three distinct, but connected, phases. First, learners build models of situations and systems. This model building brings foundational knowledge togethering a manner that allows learners to make predictions about what will happen in specific situations. This represents deeper learning as the learners must sufficiently understand and generalize what they have learned to Read More
On Perceptual Learning
As learners become more skilled at observation, they become more capable of perceiving and interpreting important aspects of situations. When presented with a new situation, strong perceptual learners are able to understand it by attending to important and relevant elements. Those who have more deeply developed perceptual learning will be able to identify relevant patterns Read More
On Intelligence
All measurements are subject to error; this is well-known to carpenters who “measure twice and cut once,” and it is known to observers of elections in which recounts result in much different returns than the original count. Measurements in schools are subject to error as well. If a student is handed back a quiz with Read More
On Social Learning
I had a discussion with some colleagues recently about active and social learning. We seem to have come to agreement on this elevator pitch: We know human brains are adapted to social learning. Just what we mean by social learning is open to interpretation and not every lesson is amenable to it. In situations where: Read More
Briefly Considering Cognitive Engagement
One of the discoveries of the cognitive and learning sciences with the greatest implications for teaching is that students cannot learn passively. While lecture, readings, and similar tasks do still have a role in classrooms, effective teachers include a range of task that lead to active cognitive engagement. These tend to find students discussing, asking Read More
On Teaching for Learning
Learning scientists have identified several strategies whereby individuals can improve their memories, however. While these can be used effectively when adopting a content-only approach to teaching, they can also be incorporated in other ways. For example, faculty can recommend students use these outside of class in homework situations and design activities that facilitate these; this Read More
On Observation as Learning
One of the most commonly used methods of learning in informal settings is observational learning. Learners watch those who are experienced do and listen to those describe what they want to learn, then they repeat and practice what they observed. Beyond trial-and-error, observational learning is a highly guided method of learning, and learners assume greater Read More
Placing Deeper Learning
Schools have been caught in the middle of a debate over their purpose for a long time. In the United States one of the central players in that debate was John Dewey. He is well-known for founding and leading the University of Chicago Laboratory School in 1896. The school was designed to focus the teaching Read More
The Many Types of Motivation
The question, “Why do I need to know this?” By posing this question, students are informing the teacher, “I do not find this valuable or interesting,” thus we would fully expect interest to wane. Informing students “you will need this next year” introduces external motivations that are unlikely to increase interest. Unfamiliar, incongruous, or personally Read More