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How People Learn: Brain, Mind, Experience and School John D. Bransford, Ann L. Brown, and Rodney R. Cocking, editors.

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Presentation on theme: "How People Learn: Brain, Mind, Experience and School John D. Bransford, Ann L. Brown, and Rodney R. Cocking, editors."— Presentation transcript:

1 How People Learn: Brain, Mind, Experience and School John D. Bransford, Ann L. Brown, and Rodney R. Cocking, editors

2 How Computer Games Help Children Learn by David Williamson Shaffer If Tech-Savvy Means Thinking that learning math and science and mastering new technology are completely natural, normal, and non-threatening People who can link media, images, and design with science, math, and technology Countries with people who can think about how to use new technologies in new ways What are we doing to develop tech-savvy students? Are these opportunities available to all students?

3 How People Learn Key Findings Pre-Existing Knowledge Active Learning Competence

4 Pre-Existing Knowledge Preconceptions students bring to classroom about how the world works Teachers must learn these and either –build on or –challenge initial understanding

5 Active Learning Metacognition Ability to predict performance on various tasks Monitor current levels of mastery and understanding Meaning-making, self-assessment, and reflection Increases degree to which students transfer learning to new situations

6 Competence Students Need Deep foundation of factual knowledge Knowledge organized to facilitate retrieval and application Understanding of facts and ideas in the context of a conceptual framework

7 Implications for Teachers Draw out & work with pre-existing understandings of learners –Assessments must tap understanding and reveal student thinking Teach some content in depth –proving many examples of the same concept and a firm foundation of factual knowledge Develop metacognitive skills –Inquiry cycle –Self-reflection –Colleague critique –Mentor evaluation

8 Designing Learning Environments How People Learn: Bridging Research and Practice –Learner-centered –Knowledge-centered –Assessment-centered –Community-centered

9 Learner Centered Broad understanding of Learner Instruction is Differentiated Challenges are Engaging, but Possible

10 Knowledge Centered Deep Understanding of Content Reasoning Behind Learning the Content Competence Facilitates New Learning

11 Assessment Centered When students construct knowledge through disciplined inquiry, they must often: -consider alternative solutions, -justify their conclusions with reasons and evidence, -apply their knowledge to new contexts, -develop deep understanding of topics, and -express themselves through elaborate communication

12 Community Centered Norms that encourage inquiry, problem-solving, risk- taking, the opportunity to make mistakes, obtain feedback, and revise Critique should involve all members of the learning community –Collegial critique is a skill Curriculum supports cooperation and intellectual curiosity


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