Teaching is an inherently wicked problem. (This idea has been addressed multiple times in this blog– search for “wicked.”) In 1973, scholars Rittel and Webber defined wicked problems as those that are ill-defined and that are judged only from the perspective of the individual who experienced the solution. A defining characteristic of wicked problems is Read More
Much of the literature for educators treats metacognition as a separate type of learning. Winne and Azevedo (2014) point out that metacognition is simply learning about one’s own learning, so it is not different from learning about other phenomena. The same theories and models that describe cognition describe metacognition. For example, when new to a field, a learner must expend Read More
The culture that learners experience contributes to their views and perspectives that determine what is important to them and the people around them. These become the learned behaviors that determine what learners value, how they define learning, and other decisions about how learning occurs. Differences between the expectations of educators and students is an example Read More
First, educators make assumptions about the students who enter their classrooms. Sometimes these assumptions are accurate, sometime not. Sometime these assumptions inhibit teaching and learning, sometimes they promote it. These assumptions can be cultural or socioeconomic, reflect expectations regarding prior knowledge and experience, reflect certain values or expectations. Perhaps the most difficult aspect of these assumptions to overcome is that neither the teacher nor the student may be aware of Read More
Ostensibly, teaching and learning are directly associated. Teachers teach what they have planned, learners learn what they are expected to learn; that learning is demonstrated on the tests we administer, everyone leaves the classroom fulfilled. Reality gets in the way of this plan, however. Students do not learn what teachers teach… they learn things other than what was taught… the tests may not even Read More
For more than a generation, we have heard that “information technology is causing deep changes in how we communicate.” There has been a steady stream of literature supporting the claim, along with others who reject the claim. In the 2020 book, The Future of Change: How Technology Shapes Social Revolutions, Ray Brescia make the claim that Read More
This concept has been kicking around in my mind for many months now (during which time it has appeared in this blog). I think I am finally getting to the essence of how I think about it. Many scholars and organizations have proposed variations on deeper learning; each variation is accompanied by suggestions for describing Read More
Word processors provide users with pre-defined formatting styles. Ostensibly these are provided to make it easy to apply formatting styles and to facilitate the use of outlines in organizing one’s writing. For those who use screen readers (software that convert the text into speech generated by the compute and played thought the computer’s speakers), the Read More
Much of the cognitive and learning science research that is undertaken is conducted on young people and adolescents. These students are usually compulsory attendees and they are studying a curriculum that is prescribed. Further, the faculty are adults who are in positions of both authority and expertise. Community college students choose to attend enroll and Read More
Blumenfield, Kempler, and Krajcik (2006) suggest engagement in grounded in four factors: Value- Learners tend to be engaged with material and lessons they believe are important to them. Value is also closely related to motivation, interest, and goals, all of which are addressed in the next section. Competence- Learners tend to engage in activities they Read More