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
Category: Teaching & Learning
On Teaching and Learning
In classrooms, we observe teaching and learning. We expect these two activities are closely and positively related. The more and the better we teach, we reason, the more and the better students will learn. After more than 30 years in classrooms in a range of roles (some which have allowed me to be to proverbial “fly on the wall” who observed teaching at its Read More
Annotation
Much of my work supporting online teaching and learning is listening to faculty (and students) “complain” about discussions. Students find them to be “hoops” to jump through, and faculty do not spend much time improving them because students do not engage with them in the manner they hope. Emerging learning science is confirming that interaction Read More
On Instruction
While some associate instruction with the leaners as a passive recipient of information, Burton, Moore, and Magliaro (2004) suggest this is an inaccurate conclusion, and they suggest instruction can provide a structure for approaching a complex body of knowledge and also for maintaining knowledge. Reif (2008) identified several factors that make instruction effective including articulating Read More
A Slightly Cynical Rant on Innovations in Education
Some educators accept the invitation to learn about an innovative pedagogy being introduced to a school. These individuals tend to receive extra training, lead planning and implementation meetings, and deliver professional development to colleagues. In my experience, those who become local advocates of these innovations tend to be less experienced teachers and educators who do 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
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
Rate, Interaction, Place: Three Aspects of Education
We how work in education have been thrown into chaos this past year. The chaos has not been as bad as our reaction to it, but that is a topic for another post. What has become clear in the past year has been educators’ assumptions about teaching and learning and schooling. As often happens, my Read More