by edtosavetheworld | Feb 13, 2014 | Stage 2: Active Processing
Why do students struggle to remember something we’ve taught? Or why do they remember fragments of it but don’t see how the pieces fit together? Cognitive psychologist of the University of Virginia, Daniel Willingham calls this shallow knowledge. He says,...
by edtosavetheworld | Feb 12, 2014 | Stage 2: Active Processing
We started this week with some thoughts about the current data-driven culture of education, and yesterday we were reminded of the importance of tackling student misconceptions head-on. We came away from these posts with two key principles: Data is only useful when it...
by edtosavetheworld | Feb 11, 2014 | Stage 2: Active Processing
Here’s an important truth: If we don’t address students’ preconceptions about topics directly they will likely continue to walk around with partial understanding or misunderstanding. Period. End of story. The first principle from How Students Learn:...
by edtosavetheworld | Dec 12, 2013 | Stage 2: Active Processing
In construction, scaffolding is a temporary structure used to support people and materials when a building is under construction. The key word in that sentence is “temporary.” The goal of scaffolding is to eventually make itself unnecessary. Does scaffolding in your...
by edtosavetheworld | Dec 11, 2013 | Stage 2: Active Processing
Active processing is all about turning on students’ brains while learning — it’s contrasted with passive learning, rote learning or shallow memorization. Students should understand the learning goal and be able to track their progress towards that...
by edtosavetheworld | Dec 9, 2013 | Stage 2: Active Processing
Formative assessment is not a new idea in education. In fact, I suspect that teachers, parents, coaches, and bosses had been using the concept of formative assessment long before it was given that name and long before any formal training or research was devoted to the...
