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"A few years ago, I came across some interesting research by cognitive psychologist Ronald T. Kellogg. He claimed that the mark of an expert writer is not years of practice or a hefty vocabulary, but rather an awareness of one’s audience. This made sense to me, and I wondered if it were true in other disciplines as well."
Beth Dichter's insight:
As teachers many of us recognize the importance of metacognition. This post looks at current research and discusses how the research supports "the role of metacognitive thinking in becoming an expert." Nine areas are discussed. They include: * Sciences, which include Mathematics, Computer Programming, Engineering and Medical Sciences * Arts, which include Fine Arts, Writing and Communication and Music * Education, which includes Teaching and Learning Students may not be aware that their answers are incorrect, or that they do not have an understanding of the text they are asked to read. These students need to be taught that metacognition, the 'awareness and understanding of one's thought process' in key to becoming an expert.' 
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Part 3 - Insights and Lessons Learned from the Student’s Perspective This is the third part in the series we've run this week from Franklin Academy Principal
Beth Dichter's insight:
This is the last of a series of three posts that looked at "teaching and learning with an iPad." This post looks at if from a student perspective and discusses three lessons learned (as well as providing data from this 3-year study). The three lessons discussed are: * Lesson 1: Organization * Lesson 2: Timely Workflow and Communication * Lesson 3: Information Access Access to Part 1 and Part 2 of this series are available at the end of the post. Part 1 look at the lessons learned from the viewpoint of an administrator. The three lessons discusses in this post are: * Lesson 2: Staff Development and Support * Lesson 3: Be A Model Part 2 of the series explored the viewpoint from a teachers perspective. The three lessons in this post discussed: * Lesson 1: Change of Habit * Lesson 2: Success is in the Support * Lesson 3: 1:1 iPads Changing Students Performance For those whom may be pushing out iPads this year or for those using iPads the information in these 3 posts is valuable, esp. since it covers a 3-year period and the perspectives of the 3 key parties involved.
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"We all know that confusion doesn't feel good. Because it seems like an obstacle to learning, we try to arrange educational experiences and training sessions so that learners will encounter as little confusion as possible. But as is so often the case when it comes to learning, our intuitions here are exactly wrong."
Beth Dichter's insight:
So creating confusion is good? Why? It turns out that "brain is a pattern-recognition machine." It wants to find connections between "related events or artifacts." To do this we must allow our brain to experience "that confused, confounded feeling...—for two reasons." For the first reason ask yourself is there only one way to solve a problem, or should one "explore a wide variety of potential explanations"? The second reason is that if we feel confused, not sure of the answer, we are more driven to figure it out. So how can we do this? There are three ways that researchers have "induced confusion" and each is listed with an explanation. The three ways: * Expose yourself to confusing materials. * Withhold the answers from yourself. * Test yourself before you learn. This post provides some great ideas on why confusion is good. You will also find a link to the three research studies mentioned in the article.
Audrey's comment,
February 19, 2013 3:00 PM
This idea is very Piagetian: An example of confusion would be disequilibrium. It is at this point that you will begin to master something which you found difficult, or was confused about. So at the point of confusion or disequlibrium you must distance yourself from the problem and return to it later. Your brain will have absorbed the material and worked it out. You are now at the stage of equilibrium.
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Beth Dichter's insight:
An infographic that looks at recent studies on textin and how it is impacting students grammar. To learn maore about How this happens and why it matters check out the site.
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Read on to discover 13 of the most interesting ways colleges are taking steps to help student get a good night's rest. Based on current research most students are not getting enough sleep. This infographic shows that some colleges are taking notice. Will other schools also choose to look at this issue?
Julien Cuyeu's curator insight,
September 15, 2014 9:56 AM
It would be nice if Western Kentucky University would start class at 8:30am like Duke Unviersity. As well as handing out ear plugs and an eye mask to students.
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The consequences of cheating used to instill fear into many a student. But it seems these days, kids just don’t care about academic honesty anymore. Many students can’t even distinguish between what constitutes plagiarism and what doesn’t. According to recent research, 71% do NOT believe copying from the Web is “serious cheating.” Check out this infographic for more information.
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"Educators are increasingly focusing on the ninth grade as the year that determines whether a young person will move on or drop out of school. According to research published in the journal Education, ninth graders have the lowest grade point average, the most missed classes, the majority of failing grades, and more misbehavior referrals than any other high-school grade level. Ninth grade has increasingly become a “bottleneck” for students..."
Beth Dichter's insight:
Research shows that 9th grade is a pivotal year for high school students. Some define it as a "make or break year for many 14- and 15-year-olds." Why? They are entering a new school, having more autonomy and more homework, and they are an adolescents, with brains that may not be making the best decisions.
Mary Lambert Belechak's curator insight,
October 10, 2014 6:19 PM
Knowing 9th grade year is so pivotal and important and getting 9th graders to know it are two different things. Attendance, behavior, and grades. Attendance in first 30 days.
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Common Core State Standards are calling for more focus on students reading charts and graphics, but new research shows engaging graphics can reduce students' understanding of chart data.
Beth Dichter's insight:
"The common core calls for students to comprehend and connect information from visual elements, including charts, maps, and multimedia, in addition to understanding stories and informational texts." One question that comes up is how do we best teach students how to create and read graphs. This article presents information that "visually appealing graphics" may not be the best way for students to learn. By "visually appealing" they are describing graphs that use symbols, as in stacks of fruits or shoes, to represent the numbers as opposed to a bar graph. Additional detail is provided in the article. Do you teach graphing to students in early elementary school? Reading this post may lead you to change your teaching methods (relative to graphing).
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"A new study conducted by TRU provides a body of research which supports the idea that students use cell phones to learn, and also that schools are not acknowledging or supporting them fully, yet... Rather than banning, the study highlights the fact that if we meet children where they are we can leverage their use of mobile devices for powerful learning."
Beth Dichter's insight:
The study was a survey of 1000 students in Grades 6 - 8 and came out with some surprising data. Key findings include: * More than one out of three middle school students report they are using smartphones (39%) and tablets (31%) to do homework. * More than 1 in 4 students (26 %) are using smartphones for their homework, weekly or more. * Hispanic and African American middle school students are using the smartphones for homework more than Caucasian students. Nearly one half of all Hispanic middle school students (49%) report using smartphones for homework. Smartphone use for homework also crosses income levels with nearly one in three (29%) of students from the lowest income households reporting smartphone usage to do their homework assignments. (Note - 25% of students surveyed were from households of $25,000 or less income.) The report has additional key findings as well as areas of significan opportunity, statistics on students interest in STEM, mobile device usage, benefits of mobile devices in the classroom, and the opportunity to increase mobile device usage in the classroom. You may also download a pdf of this report at http://www.thinkfinity.org/servlet/JiveServlet/previewBody/10549-102-2-18289/Research%20on%20Mobile%20Technology.pdf.
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What happens when you tell your students to "pay attention!" More than you may think. This post explores what goes on in the brain and ways the brain pays attention. Research is shared as well as what you can do in your classroom immediately as well what you can do in the long term. You may also choose to view a video of a session "Teaching with the Brain in Mind" at http://www.scilearn.com/company/webinars/ (you will need to scroll down the page to find the link).
Ruth Virginia Barton's curator insight,
February 13, 2015 10:37 AM
"Instead of saying to students, “Pay attention!” what you really want to say is, “Suppress interesting things!” Why? Students already DO pay attention." The point being, prolonged attention paying is a learned skill, practiced. Intersperse teaching with stand-up breaks, quick physical activity. Create "hooks' for attention - previews - and offer rewards - like homework free pass this month - for students who get it right; helps them be invested in topic
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"Decades of research clearly demonstrate that for novices direct, explicit instruction is more effective and more efficient that partial guidance. ..Small group and independent problems and projects can be effective – not as vehicles for making discoveries, but as a means of practicing recently learned content and skills..."
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Important research on learning for achievement.
Teaching Metacognition: How Students Think Is Key To High Achievement
Research about how self-awareness can help you tap your learning potential