Humans are social creatures. Our brains function differently when we are engaged with others compared to when we are engages alone. We have capacity to solve much more complex problems when working together compared to when we work alone, but we also have greater capacity to deceive ourselves. This summer, I finally read Edwin Hutchin’s Cognition Read More
The multidimensional nature of human learning can be interpreted differently. In the previous section, I reviewed the multidimensional nature of what humans know. Harris and Williams (2016) claim learning is “a multidimensional process [emphasis added] that causes a change of state in the brain (p. 8).” For those authors, multidimensionality refers to the types of experiences that Read More
Merrill (2002) placed real-word problems at the center of effective teaching. The problems, however, must be judged “interesting, relevant, and engaging” (p. 46) to the lead to learners so they have a sense of caring that was labeled “ownership.” Such problems are also selected so that students understand the problems, care the problem be solved, Read More
My definition is grounded in three assumptions about learning. First, learning can be inert. Whithead North, introduced this term in to describe the knowledge that can be expressed by learners, but they have no idea what it means or how it should be interpreted or applied. In my experience as a science and math teacher (and also a student Read More
What exactly does it mean that “students learn?” For many generations, student learning in classrooms has been focused on their ability to remember information. If students could accurately recall what they were taught for a long time after they were taught it, then we assumed they had learned it well. That concept of learning seems inadequate today. In recent decades, scholars have detailed the Read More
There can be little question that characteristics of our brains differentiate humans from other creatures. Increasingly, cognitive scientists recognize our brains are designed for the social interactions that have allowed humans to cooperate, and this cooperation has enabled our species to avoid extinction. Cognitive and developmental psychologist Michael Tomassello (2014) described the importance of social Read More
The schools I attended (and that my children attended and that I still see) appear to be grounded int he assumption that learning is about information. “If students have the information,” it is reasoned, “they will now it and be able to use it.” Further, it is assumed that performance on tests and other assignments, Read More
I’ve written about this in the past on the blog, but the topic has come back into my professional thinking, so I’ve capturing it again. In 2008, I have a stroke and spent the summer learning to walk again. For the 20 years of my career in education until then, I had rejected the “back Read More
210: Electronic Portfolios: The Role of the Creator At several time over the last 20 years, I have helped schools create electronic portfolio projects– I wish these had been more sustained, but I’ve found there is a vast disconnect between what educators think they will be and what they really are. I discovered this summary Read More
I decided to become an educator in 1980 or 1981. That means I’ve been paying attention (close attention) to learning for over 40 years, but I’m not sure I really understand it any better now than when I started. I have a much more sophisticate concept of learning, but damned if I can define it. Read More