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When Kids Have Structure for Thinking, Better Learning Emerges | #LEARNing2LEARN #LEARNingByDoing

When Kids Have Structure for Thinking, Better Learning Emerges | #LEARNing2LEARN #LEARNingByDoing | E-Learning-Inclusivo (Mashup) | Scoop.it
From ww2.kqed.org - March 31, 2016 1:59 PM
“When we have a rich meta-strategic base for our thinking, that helps us to be more independent learners,” said Project Zero senior research associate Ron Ritchhart at a Learning and the Brain conference. “If we don’t have those strategies, if we aren’t aware of them, then we’re waiting for someone else to direct our thinking.”

Helping students to “learn how to learn” or in Ritchhart’s terminology, become “meta-strategic thinkers” is crucial for understanding and becoming a life-long learner. To discover how aware students are of their thinking at different ages, Ritchhart has been working with schools to build “cultures of thinking.” His theory is that if educators can make thinking more visible, and help students develop routines around thinking, then their thinking about everything will deepen.

His research shows that when fourth graders are asked to develop a concept map about thinking, most of their brainstorming centers around what they think and where they think it. “When students don’t have strategies about thinking, that’s how they respond – what they think and where they think,” Richhart said. Many fifth graders start to include broad categories of thinking on their concept maps like “problem solving” or “understanding.” Those things are associated with thinking, but fifth graders often haven’t quite hit on the process of thinking.

 

Learn more / En savoir plus / Mehr erfahren:

 

https://gustmees.wordpress.com/2015/07/19/learning-path-for-professional-21st-century-learning-by-ict-practice/

 

https://gustmees.wordpress.com/2014/10/03/design-the-learning-of-your-learners-students-ideas/

 


Via Gust MEES
juandoming's insight:
When we have a rich meta-strategic base for our thinking, that helps us to be more independent learners,” said Project Zero senior research associate Ron Ritchhart at a Learning and the Brain conference. “If we don’t have those strategies, if we aren’t aware of them, then we’re waiting for someone else to direct our thinking.”

Helping students to “learn how to learn” or in Ritchhart’s terminology, become “meta-strategic thinkers” is crucial for understanding and becoming a life-long learner. To discover how aware students are of their thinking at different ages, Ritchhart has been working with schools to build “cultures of thinking.” His theory is that if educators can make thinking more visible, and help students develop routines around thinking, then their thinking about everything will deepen.

His research shows that when fourth graders are asked to develop a concept map about thinking, most of their brainstorming centers around what they think and where they think it. “When students don’t have strategies about thinking, that’s how they respond – what they think and where they think,” Richhart said. Many fifth graders start to include broad categories of thinking on their concept maps like “problem solving” or “understanding.” Those things are associated with thinking, but fifth graders often haven’t quite hit on the process of thinking.

 

Learn more / En savoir plus / Mehr erfahren:

 

https://gustmees.wordpress.com/2015/07/19/learning-path-for-professional-21st-century-learning-by-ict-practice/

 

https://gustmees.wordpress.com/2014/10/03/design-the-learning-of-your-learners-students-ideas/

 

 

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Lina Kherfan's curator insight, April 3, 2016 8:19 PM
this article talks about the importance of how children think and learn. the author stresses on the fact that for better learning, students need to have a better structure for learning, hence the title. the author states students often do not have a good structure for thinking. students tend just to memorize things and don't know how to do deep learning. the author states that teachers only teach one part of this structure. which is thinking about thinking. the structre for better thinking is not only thinking about thinking though, there is more to it. the only part of it is to monitoring and directing thinking. " When a student is reading and stops to realize he’s not really understanding the meaning behind the words, that’s monitoring. And most powerfully, directing thinking happens when students can call upon specific thinking strategies to redirect or challenge their own thinking."  monitoring is being able to check up on yourself and regulate your own learning and directing is when students can take charge of their learning and direct it to what works for them in their self learning. this article talks about the importance of deeper thinking and learning and then switches to how educators can help with the process. i chose this article because i think that it is an important thing for students in K-12 grades. in my highschool, my graduating year, they had put in place a program called common core, which emphasizes this specific topic in student learning. sadly i was not able to partake in it however i do think that it is important for incoming students learn how to think and learn deeper.
reflectin gsunny's comment, August 23, 2016 6:44 AM
Breathtaking...!!
Sara Jaramillo's curator insight, May 21, 2020 1:27 PM
I agree with what this article says and I consider that education in public schools in Colombia must have into account the theory and the strategies proposed by Ritchhart. It is very important teach students to think by themselves, to take decisions in their learning, to have critical thinking skills, is more useful and meaningful for their learning, that just provide information for them to memorize it. They would not know what to do with this information, and there will be no learning. 
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What is "Design-Thinking?"

What is "Design-Thinking?" | E-Learning-Inclusivo (Mashup) | Scoop.it
From partnershipforchangevt.wordpress.com - February 23, 2013 12:27 PM
In many ways, this Fellow-year has been a treasure hunt. The guiding question has been "Where are the richest opportunities for authentic, engaged, student-centered learning?"  By extension, which ...

 

Interestingly, one of the most exciting approaches I’ve come across has a humble origin: the process associated with design. “Design Thinking” is a process, a framework, a series of steps that designers go through in order to solve problems, to improve existing ideas, or to realize previously unseen potential.

 

===> In short, it’s a deliberate  process that can be used to increase curiosity, creativity, and critical-thinking. <===

 


Via Gust MEES, michel verstrepen
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Carmenne Kalyaniwala's curator insight, February 23, 2013 11:27 AM

A very interesting approch indeed, one could use it for language teaching as well 
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Elements of Learning Experience Design

Elements of Learning Experience Design | E-Learning-Inclusivo (Mashup) | Scoop.it
From boxesandarrows.com - February 23, 2015 1:19 PM

The process of designing any sort of human experience, regardless of purpose or platform, is centered around reaching a desired outcome, ideally with as little fuss and as much joy as possible.

The purpose of an experience and the platform on which the experience takes place will vary: purchasing a plane ticket on a tablet to vacation, enjoying a musical performance in a theater, or learning to code in a classroom. Although each of these experiences require their own unique methods and frameworks, the elements that should be taken into consideration during the design process remain mostly the same.


As a learning experience designer, you should focus your time and attention during the strategy plane on identifying the gaps that exist between the learner and his/her desired outcome. Those gaps exist due to a lack of the following:

  • Knowledge: Do learners lack the proper information to complete a task?
  • Skill: Do they have all of the right information but lack the ability to translate that knowledge into action that could be applied to a given situation?
  • Confidence: Are they able to demonstrate or apply the skill, but do they hesitate or refuse to apply it?
  • Motivation: Are they able to demonstrate or apply the skill confidently but just don’t want to do it?
  • Access: Do they have all of the above but lack the proper tools or resources to complete a task?

Once you are able to properly identify the gaps that cause learners to struggle, you must design a solution that effectively addresses those gaps.


Learn more:


- https://gustmees.wordpress.com/2014/10/03/design-the-learning-of-your-learners-students-ideas/


- https://gustmees.wordpress.com/2015/01/28/practice-learning-to-learn-example-2/


- http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Learning+2+Learn



Via Gust MEES
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Shafeeq Husain's curator insight, February 23, 2015 8:57 PM

Just like any experiences, learning experiences also need to well designed. After deciding on outcome to be achieved of learning particular course (learning outcome), gaps to reaching the outcome should be identified at requirement plane, strategy plane, interaction plane and sensory plane. In course of doing so, gaps in knowledge, skills, confidence, motivation and access that learners may have should be addressed through course delivery, that careful planning be made through the planning, determination of objectives, implementation and evaluation stage of curriculum.
Ajo Monzó's curator insight, February 24, 2015 2:31 AM

Good!
MONICA LOPEZ SIEBEN's curator insight, February 25, 2015 4:26 AM

Un artículo muy claro y muy interesante.
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