Recent reading teaching Flashcards
To learn key terms from recent reading of teaching material
What are the 5 Strategies from the Dunlosky Report
1) Practice Testing
2) Distributed Practice
3) Elaborative Interrogation
4) Self-Explanation
5) Interleaving
What are the first 3 strategies for effective learning; learning Scientist? part 1
1) Spacing
2) Retrieval Practice
3) Elaboration
First 4 activities from Learning as Generative Activity
1) Summarising
2) Mapping
3) Drawing
4) Imagining
What is Elaborative Interrogation ?
The process of getting students to ask why something is true. When using BIDMAS why do we do the brackets first ? etc
Purpose of Education Key points (first 3 points)
( MakingKC - DD)
1) Making children cleverer may be the best way to achieve the diverse aims of education.
2) If the aim is character education then an academic curriculum combined with high expectations may be best.
3) 21 st century problems can only be solved with a broad base of academic knowledge.
Built by Culture Key points first 3 points (part 1)
( MakingKC - DD)
1) Evolution has shaped every aspect of our brain.
2) We find some things easy to learn because they offer an evolutionary advantage, these are biological primary.
3) Our brains are remarkably plastic but we do not find it as easy to acquire abstract, culturally specific knowledge.
What are the second 3 strategies for effective learning; learning Scientist? part 2
4) Interleaving
5) Concrete Examples
6) Dual Coding
Second 4 activities from Learning as Generative Activity
5) Self-Testing
6) Self- Explaining
7) Teaching
8) Enacting
Built by Culture Key points last 3 points (part 2)
( MakingKC - DD)
4) We have a motivational bias to prefer biologically primary over secondary.
5) School’s were invented to teach biologically secondary knowledge that students are not motivated to learn independently.
6) Teaching may be a biologically primary adaption, which suggests we shouldn’t try and reinvent the wheel.
Purpose of Education Key points (last 2 points)
( MakingKC - DD)
4) The aims of cultural transmission are to build a broad knowledge base that children need.
5) The longer an idea has been around, the more likely it is to be useful and true.
Is intelligence the answer (first 4 points )
MakingKC - DD
1) Intelligence is a combination of how easy we find it to learn and the product of what we have learned.
2) Intelligence is not fixed at birth. While some aspects probably can’t be changed, other aspects - what we know- are easy to change.
3) There’s good evidence that intelligence is general and that someone who is good at one area of cognition is likely to be good at all areas of cognition.
4) IQ tests, although they imperfectly measure it, provide a reliable and valid proxy for what we mean by intelligence.
Is intelligence the answer (second 4 points )
MakingKC - DD
5) IQ scores correlate with a wide range of real-world outcomes: income, health and happiness.
6) Comparing people from widely varying cultures using an IQ test is probably pointless and unfair.
7) Selection by IQ is not desired.
8) There’s a good reason to believe we can increase children’s intelligence.
Can we get cleverer ( First 3 points)
Making KC - DD
1) The longer children stay in school the cleverer they get.
2) Intelligence is made up of fluid intelligence and crystallised intelligence. We probably can’t increase fluid intelligence, crystallised intelligence is highly malleable.
3) Crystallised intelligence is the ability to apply stored knowledge. If children know more then they will be cleverer as a result.
Can we get cleverer ( Second 3 points)
Making KC - DD
4) The past century has seen massive average IQ gains. This is probably attributable to modern need to think more hypothetically and abstractly.
5) Raising intelligence is a social as well as an individual good; the cleverer we are, the more likely we are to make better moral decisions.
6) Too many approaches to education disproportionately benefit children with high fluid intelligence and those from advantaged socio-economic backgrounds, whereas a focus on increasing crystallised intelligence would disproportionately benefit the least advantaged.
Can we get cleverer ( third 34 points)
Making KC - DD
7) Having a growth mindset may not have much impact on our intelligence or academic outcomes.
8) Playing brain-training games only makes us better at those games.
9) Thinking is not generic and so attempts to develop thinking skills are unlikely to make much difference.
10) Ability grouping can become a self - fulfilling prophecy. What we experience at school is the cause, not the consequence, of our academic ability.
