Merrill (2002) placed real-word problems at the center of effective teaching. The problems, however, must be judged “interesting, relevant, and engaging” (p. 46) to the lead to learners so they have a sense of caring that was labeled “ownership.” Such problems are also selected so that students understand the problems, care the problem be solved, Read More
Category: Learning
Learning… Always Defining Learning
My definition is grounded in three assumptions about learning. First, learning can be inert. Whithead North, introduced this term in to describe the knowledge that can be expressed by learners, but they have no idea what it means or how it should be interpreted or applied. In my experience as a science and math teacher (and also a student Read More
“In Recent Decades…” Observations of Education
What exactly does it mean that “students learn?” For many generations, student learning in classrooms has been focused on their ability to remember information. If students could accurately recall what they were taught for a long time after they were taught it, then we assumed they had learned it well. That concept of learning seems inadequate today. In recent decades, scholars have detailed the Read More
What Tomassello Wrote About Humans
There can be little question that characteristics of our brains differentiate humans from other creatures. Increasingly, cognitive scientists recognize our brains are designed for the social interactions that have allowed humans to cooperate, and this cooperation has enabled our species to avoid extinction. Cognitive and developmental psychologist Michael Tomassello (2014) described the importance of social Read More
Learning Isn’t Just Information #1
The schools I attended (and that my children attended and that I still see) appear to be grounded int he assumption that learning is about information. “If students have the information,” it is reasoned, “they will now it and be able to use it.” Further, it is assumed that performance on tests and other assignments, Read More
Thinking About Basics Skills and Higher Order Thinking (Again)
I’ve written about this in the past on the blog, but the topic has come back into my professional thinking, so I’ve capturing it again. In 2008, I have a stroke and spent the summer learning to walk again. For the 20 years of my career in education until then, I had rejected the “back Read More
Electronic Portfolios: The Role of the Creator
At several time over the last 20 years, I have helped schools create electronic portfolio projects– I wish these had been more sustained, but I’ve found there is a vast disconnect between what educators think they will be and what they really are. I discovered this summary of eportolfios that I prepared for a specific Read More
These Things I’ve Come to Know… About Learning
I decided to become an educator in 1980 or 1981. That means I’ve been paying attention (close attention) to learning for over 40 years, but I’m not sure I really understand it any better now than when I started. I have a much more sophisticate concept of learning, but damned if I can define it. Read More
On Human Cognition
After more than 30 years in education, I have become convinced that the systems we have created are grounded in an incorrect assumption of what constitutes human thinking. As educators, our goal is to increase and enhances students’ cognitive abilities. When they leave our classrooms, they should be able to observe more and more sophisticated Read More
I was correct in 2002
I’m cleaning out some digital files… making sure I have copies of photographs and videos and deleting gigabytes of digital detritus. Luckily, I found a document written in 2002 on which I wrote: Learning. Such a simple idea. We all have done it for our whole lives. As humans, we have done it since the Read More