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Stay Focused on the Current Task with a “Procrastination Pad” 10 things I tell undergraduates. I don’t need to tell you what you already hear from many quarters: get a well-rounded education and enjoy yourself.

10 things I tell undergraduates

That is good advice. But here are the ten extra things I tell all undergraduate advisees interested in international public service: Acquire skills that are hard to get outside school. Your first temptation will be to fill your schedule with courses on fascinating subjects. Do this, but don’t forget to also use university to tech up. The logic underlying all the above advice: use your undergraduate degree to learn things that are hard to learn anywhere else.

For other views, see the excellent comments on the original blog post of this advice . Also see the list of advice posts on the left sidebar for thoughts on development, careers and graduate school. Students at my university: Looking for an advisor? Advance_21_CharlesJennings_online. Conscious competence learning model matrix- unconscious incompetence to unconscious competence. Conscious competence theory - summary outline The conscious competence theory and related matrix model explain the process and stages of learning a new skill (or behaviour, ability, technique, etc.)

conscious competence learning model matrix- unconscious incompetence to unconscious competence

The concept is most commonly known as the 'conscious competence learning model', or 'conscious competence learning theory'; sometimes 'conscious competence ladder' or 'conscious competence matrix'. Other descriptions are used, including terminology relating to 'conscious skilled' and 'conscious unskilled' (which incidentally are preferred by Gordon Training).

Occasionally in more recent adapted versions a fifth stage or level is added to the conscious competance theory, although there is no single definitive five-stage model, despite there being plenty of very useful and valid debate about what the fifth stage might be. learning and training in stages Put simply: Writing by Marc Prensky. How to Make Your Classroom a Thinking Space. Editor's note: The following is an excerpt from Thinking Through Project-Based Learning: Guiding Deeper Inquiry by Jane Krauss and Suzie Boss.

How to Make Your Classroom a Thinking Space

It was published this month by Corwin. Take a moment and imagine a creative work environment. Don't worry about the kind of work going on. Just focus on the space. Close your eyes and picture it. Was your mental picture anything like either of the workspaces shown in these photos? Photo of High Tech High in San Diego. Photo credit: High Tech High Think back to your mental image of a creative workplace. Fine-Tune the Physical Environment for PBL Birkdale Intermediate School in New Zealand has a long tradition of teaching through inquiry projects. This school has intentionally developed a climate and curriculum to encourage deep thinking, which is reflected by the physical environment.

Many schools don't have budgets for this kind of wholesale remodeling. Independent work. Bjork Learning and Forgetting Lab - Research. Applying Cognitive Psychology to Enhance Educational Practice The primary goal of this research, which is funded by the James S.

Bjork Learning and Forgetting Lab - Research

McDonnell foundation, is to promote learning and memory performance within educational contexts through the investigation of principles in cognitive psychology. Studies address issues of transfer-appropriate and material-appropriate processing between encoding and retrieval. And How Students Can Respond. In a continued effort to bring you the very best, most expert and diverse education content anywhere, in addition to the ideas of Grant Wiggins, Bena Kallick, Art Costa, and Nathan Jurgenson among others, TeachThought is also proud to share the ideas of Dr.

And How Students Can Respond

Judy Willis, neuroscientist, Ph.D., and middle school teacher. By Dr. Judy Willis Although the brain is an amazing organ, it’s not equipped to process the billions of bits of information that bombard it every second. Filters in your brain protect it from becoming overloaded. The Thinking Brain and the Reactive Brain Once sensory information enters the brain, it’s routed to one of two areas: (1) The prefrontal cortex, what we might call the thinking brain, which can consciously process and reflect on information; or (2) the lower, automatic brain, what we might call the reactive brain, which reacts to information instinctively rather than through thinking. SlideShare Presentation on Assessment Feedback. Posted by Julie Delazyn The impact of assessments on learning is something Questionmark Chairman John Kleeman has written about extensively in this blog.

SlideShare Presentation on Assessment Feedback

He has explained psychology research that demonstrates the importance of retrieval practice – including taking formative quizzes with feedback — as an efficient way of retaining learning for the long term. John has been focusing lately on what the effective use of feedback can bring to assessments, and he shared what he’s been learning during a presentation at the Questionmark Users Conference on Assessment Feedback – What Can We Learn from Psychology Research? In this SlideShare presentation, John Kleeman explains how assessments and feedback can influence learning and offers some good practice recommendations. For more on this theme, check out John’s conversation with Dr. Microglia, key to understanding learning? « Learning Matters. Fascinating article in New Scientist on the roles of neurons, astrocytes and microglia in the functioning of the brain.

Microglia, key to understanding learning? « Learning Matters

Microglia were long though to lay dormant most of the time, only to spur into action in case of brain defects. As so often, better data collection is revealing that these ‘elements’ play a much bigger role than thought: As master multitaskers, microglia play many different roles. On the one hand, they are the brain’s emergency workers, swarming to injuries and clearing away the debris to allow healing to begin.

On the other hand, during times of rest, they are its gardeners and caretakers, overseeing the growth of new neurons, cultivating new connections and pruning back regions that threaten to overgrow. Three elements of the brain ( (C) New Scientist) Interestingly, there are hints that these microglia play an important role in memory and learning (as well as in diseases like Alzheimer’s and autism).