Kyle examined his bookmarks. If he’d printed out all the information he’d found the paper would pile up to well over an inch high. Even though he’d been discerning in the references he noted, the information available was overwhelming and defeating, an obstacle that prevented Kyle from moving past the data collecting stage of . . . → Read More: Let’s Banish Critical Thinking, Part 2: Learn
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I’m currently working on a revision of the Architecture of Learning Basic Course. In an apparently analogy-minded moment, I wrote the following Introduction to the Course Book: Why is effective teaching such a challenge? On its surface, teaching seems like a simple activity. The teacher teaches, explaining or demonstrating some new concept or skill, . . . → Read More: The Life-Changing Dance Every teacher experiences the frustration. Content and skills taught throughout the year seem to abandon students during springtime standardized testing. “How can they not know this?” thinks the the teacher. “We learned this back in November.” Recent research reveals some likely causes, and the principles for retaining new learning may not be intuitive to . . . → Read More: To Retain New Learning, Do the Math The following statement preoccupied my thoughts for several hours: “As a result, a large gap separates the skills and strategies taught in school from the executive function processes needed for success there and in the workplace.” The basis for this conclusion, the cause, is education’s focus “on the content, or the what, rather than . . . → Read More: Making the Shift, Part 1: No More Objectives It was ingenious. So much so that some listeners wished to be high school history teachers so they could “borrow” the analogy. Even though my first listen was is in a semi-awake state, I understood enough to be informed, entertained, and left wanting to hear it all again. What caught my ear and interest . . . → Read More: Thinking in the Seams: Engaging Interdisciplinary Thinking The Architecture of Learning Instructional Design Model recognizes four cognitively-distinct processes: experience, comprehension, elaboration, application. These four represent learning’s core processes—processes that optimize each other’s contribution to learning. (A fifth process, intention, involves responding to current, “real-world” circumstances with previously learned content and/or skills.) In Teaching for Wisdom, Intelligence, Creativity, and Success, Sternberg, Jarvin, . . . → Read More: Practical Skills & Application In Teaching for Wisdom, Intelligence, Creativity, and Success (Sternberg, Jarvin, & Grigorenko, 2009), the authors identify “four types of different thinking skills: memory, analytical skills, creative skills, and practical skills” (p. 19). Comparison between these thinking types and the core processes of the Architecture of Learning provide valuable insights. (For similarities between memory and . . . → Read More: Creative Skills & Elaboration After describing memory thinking as cognition that provides “something in your head to reason about,” Sternberg, Jarvin, and Grigorenko (2009) suggest analytical skills as another type of thinking (p. 19). Analytical skills involve sorting or ordering ideas into valid schemata and are “sometimes referred to as critical thinking skills” (p. 22). Verbs associated with . . . → Read More: Analytic Skills & Comprehension The Architecture of Learning Instructional Design Model recognizes four cognitively-distinct processes: experience, comprehension, elaboration, application. These four represent learning’s core processes—processes that optimize each other’s contribution to learning. (A fifth process, intention, involves responding to current, “real-world” circumstances with previously learned content and/or skills.) While reading Teaching for Wisdom, Intelligence, Creativity, and Success (Sternberg, . . . → Read More: Memory Thinking & Experience Researcher Mark Jung-Beeman, leadership and coaching expert David Rock, and author Jonah Lehrer presented the seminar “The Anatomy of an A-ha” at October’s Neuroleadership Summit in New York City. An “a-ha” is an insight, often a solution to a problem, that seems to “pop” into an individual’s mind as a whole. Insights trigger thought . . . → Read More: “A-ha!”: Insight and Learning |
 
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