What We Learn When We Learn by Doing Schank, Roger C. (1995) What We Learn When We Learn by Doing. (Technical Report No. 60). Northwestern University, Institute for Learning Sciences. Roger C. Schank Institute for the Learning SciencesNorthwestern University blooms, learning styles and thinking organisers How do thinking/graphical organisers or mind mapping tools fit with Learning styles and Bloom's Revised taxonomy. The key element to a thinking or graphical organiser is, in my opinion, the key or focusing question. No matter how complex or developing the model or organiser you are using, if the focusing question or topic is weak the end result will be poor. Bloom's arranges various activities in terms of increasing complexity going from Low Order Thinking skills to Higher Order Thinking skills. They represent the learning process, to understand one must remember, to apply a concept you must understand it etc
University: Academic Success Center - Home Page for the Academic Success Center (ASC) Excellence, responsibility, and integrity in a challenging academic environment. The ASC is currently operating under summer hours, Monday through Thursday, 8am-5:30pm, and Friday, 8-11:30am. Summer tutoring is available for MATH 150. If you are interested in receiving tutoring for this course, stop by the ASC. Jerome Bruner Biography Jerome Bruner was born on October 1, 1915 in New York, to Heman and Rose Bruner, who emigrated from Poland. He received a bachelor's degree in psychology, in 1937 from Duke University. Bruner went on to earn a master's degree in psychology in 1939 and then a doctorate in psychology in 1941 from Harvard University.
Virtual Fieldtrips The concept of Virtual Field trips has been around for a long time. In the past they have been very structured. Developers and educators have created the websites and content focused on the specific needs of the target audience and subject area. This is a great strength, but it is also a limitation. It is limited by what the developer/educator thought was important and what they wanted to achieve.
Ink on Paper: Some Notes on Note-taking I went to college long before the era of laptops, so I learned to take notes the old-fashioned way: ink on paper. But that does not mean my note-taking system was simple. Indeed it was an intricate hieroglyphic language, in which asterisks and underscoring and check marks and exclamation points all had precise meaning, if only to me. It's a lost art. Many college students have some kind of electronic note-taking device nowadays, and most will swear by them.
Conditions of Learning - Gagne This theory stipulates that there are several different types or levels of learning. The significance of these classifications is that each different type requires different types of instruction. Gagne identifies five major categories of learning: verbal information, intellectual skills, cognitive strategies, motor skills and attitudes. Different internal and external conditions are necessary for each type of learning.
Bruner - Learning Theory in Education by Saul McLeod published 2008,updated The outcome of cognitive development is thinking. The intelligent mind creates from experience "generic coding systems that permit one to go beyond the data to new and possibly fruitful predictions" (Bruner, 1957, p. 234). Thus, children as they grow must acquire a way of representing the "recurrent regularities" in their environment.