2. “Learning from experiences is the fundamental process of case-based reasoning.” “…this has implications on how to teach.” (p.1)

3. 1. Describes types of knowledge acquired from experiences. 2. Makes an argument for a new approach to education in which case acquisition plays a central role

4. “The best way to do a job is to simply try doing the job, with no preparation in particular, but with an expert available for help.” (p.2) Training in anticipation of need is ineffective. (“Just in time” teaching)

5. “Learning is a discovery process.” (p.4) “We need to transform all training and education so that it looks, feels, and is like doing.” (p.4)

6. Schank is inspired by Dewey’s Democracy and Education. 1. Difficult to implement without “doing devices” 2. Difficult to define “doing” in a given subject and implement in the classroom 3. Educators and psychologists have not understood why learning by doing works (and therefore do not promote it)

7. *When someone learns by doing, what is it that he is learning?* Discussion

8. Case-based Reasoning (CBR): Acquiring sufficient cases such that the individual can learn to detect nuances (i.e., have experiences and label those experiences --indexing)

9.  Need to experience a variety of cases  Indexing or labeling of each case (comparing and contrasting, etc.)  Building generalizations from cases

10. Encourages  Explanation  Exploration  Generalization  Case accumulation This occurs after expectation failure.

11.  How do we learn? (53 seconds) http://www.youtube.com/watch?v=- I37WIh5GHE&feature=related

12. “One cannot index on someone else’s experiences because that experience, as transmitted, will omit many of the details that are the fodder of indexing.”

13.  “Learning is the accumulation and indexing of cases and thinking the finding and consideration of an old case to use for decision-making about a new case.” (p.3)

14. “We learn scripts by practicing them over and over.” “Human memory is based in scripts and the generalizations of scripts.” (p. 17)

15.  How does this compare to scientists doing science and mathematicians doing math?

16.  “Being scientific in real life is very difficult, and, in fact, none of us tries to be. We just make the generalizations that we want to make anyway.” (p.26) *How does this compare to Piaget? And to Inquiry-based learning?

17. “From the arguments so far stated, we know that a curriculum ought to be no more than a collection of micro-scripts to be acquired.” (p.11) “A proper teaching environment should contain all the skills that the curriculum designer wanted to teach, and then put them into some natural situation around which a set of actions culminating in a desired conclusion can be constructed. We call such a set of actions a scenario.” (p.7)

18.  Consider the following curriculum for High school science proposed by Schank: http://www.engines4ed.org/about/alternativeHig hSchool.cfm  Or the following 4-year curriculum for high school: http://www.engines4ed.org/about/scireasoning.c fm  How does this compare to your high school science curriculum?  What are the benefits and challenges of Schank’s proposal?

19. “Education ought to be, in principle, about learning cases and micro-scripts”. … so that students can perform actions contained in scripts.

20. “The role of the teacher in a goal-based scenario is to open up interesting problems and provide tools for solving them when asked by the student to do so.” (p.13) (“No case before its time”)

21. These are not content-specific (but general) and different from micro-scripts. Also called participation strategies. 3 types: 1. Communication 2. Human relations 3. Reasoning They must not be taught explicitly, but rather, by having students experience the processes themselves.

22. Explicit Functional Knowledge (EFK) is knowledge we know we will use. Schank lists four types:  domain knowledge  decision-relevant knowledge  life knowledge  trivia

23. We can learn by cognizing and discussion is one way of cognizing. The method used by the schools would be just fine if reading- based discussion allowed: 1. continual themes to be followed, 2. time for genuine reflection, 3. the formation and explication of divergent opinions, and 4. that the initial subject matter was of interest to students.

24.  “If we want students to learn how to understand music theory, they must learn how to do music first.” (p.11) *Do you think that to learn science and math students need to learn how to do science and math first, before they learn the theory?

25.  Read Schank’s 2-pg white paper: All you ever need to know about learning http://www.engines4ed.org/lib/all.pdf Watch the videos that go with this paper: http://www.youtube.com/watch?v=iYZbFGTWG Xo&feature=&p=F91C38FC55F955C2&index =0&playnext=1

26.  How does crawling and the goal provided by the teacher compare to learning math and science?  Do you agree with Schank’s views?  Provide 5 reasons why you might agree.  Provide 5 reasons why you might disagree.

27.  How might sending an e-mail or using a VCR compare (be similar/different from) to doing math and doing science? ◦ Think about:  Micro-scripts  Motivation (goals)  Curriculum  Assessment  Teaching

28. The following link provides several videos on a 2 hour presentation Roger Schank did recently to the world bank where he challenges the role of current schooling: http://web.worldbank.org/WBSITE/EXTERN AL/TOPICS/EXTEDUCATION/0,,contentM DK:22506752~menuPK:6787981~pageP K:210058~piPK:210062~theSitePK:28238 6~isCURL:Y,00.html