Many are familiar with the observation that (for example) outside of the mathematics classroom, students are less able to solve mathematics problems than they are in the mathematics classroom. Also, when asked to perform mathematics on a test, a student may score well, but when given a real-world situation (even in a word problem closely Read More
Metacognition is the process by which individuals think about their own learning. It is often described as an internal dialogue as it is a process in which the learner makes meaning of what has happened in his or her brain. While teachers can provide prompts and other tasks to facilitate reflection, metacognition is largely an Read More
We often see learning as absorbing information, but what if teaching became a dynamic journey of problem-solving? Problems are far more interesting and informative than learning outcomes for motivating students. At its core, effective teaching embraces the “problem-centered principle,” stating learning flourishes when students acquire knowledge and skills by tackling real-world problems or tasks. This Read More
149: Avoid Black Box Learning AI is all the rage right now. Students use it. Faculty complain about it. Bosses are trying to figure out which jobs can be replaced by it. We are all trying to figure out just how this technology will affect us. It is a challenging time, and responsible educators are Read More
Until COVID, I did not read audio books. Now, I read them all the time. (Yes, listening to an audio book is reading; I learn as much from listening as from reading print. I use audiobooks for different purposes, sometimes listening to a book before buying a print copy, or listening to books I’ve already Read More
106: Teaching in the AI World: A Time for John Dewey I’ve been as educator for a long time. In the 1980’s, the folks who taught me how to do the work connected me with John Dewey. I have continued to read his work over my career and wondered what he would have thought of Read More
155: Is It Time to Reject Intelligence as a Construct? Decades ago, I first read Stephen Jay Gould’s The Mismeasure of Man. The book was published first in 1981, then a revised edition in 1996 which included essays critical of the 1994 book The Bell Curve. It was this second edit that led a colleague Read More
There is a paper that has been causing lots of chatter recently. It is a paper released by authors from the Massachusetts Institute of Technology and it suggests that using generative AI (in this case ChatGPT) has important effects humans write essays. Folks who I associate with are educators and technology experts, so they have Read More
I just discovered this from a piece I wrote about 10 years ago. It seems timely given today’s fascination with generative AI. As has been established, the instructionism of the 20th century was designed to transfer information into student’s brains. Educative experiences necessitate a more sophisticated purpose for teaching. Data and information, which are the Read More
The dominant educational paradigm in the 20th century was based on easily recognizable ideas about how the human brain works and how to design classrooms to help human brains learn. R. Keith Sawyer (2006), a scholar from the University of Washington, articulated five assumptions in which curriculum and instruction has been grounded: Those assumptions appear Read More