For example, where they state: These results suggest that expert problem solvers derive their skill by drawing on the extensive experience stored in their long-term memory and quickly select and apply the best procedures for solving problems. Just my 2-cents Hi Steve, I would say that the "basic fact" of learning that you mention is not a consensus.
I believe you do not need to master lower levels of learning before sequentially moving onto higher levels.
Constructivist Instruction: Success or Failure?
Learning is more holistic--that in constructing a project, you do a variety of lower and higher order learning content, strategies, and negotiation to achieve a purpose. Segmentalism and minute division of content and skills into discrete parts has been discredited as positivist science--not the only way to view the universe and not the only way to teach. At some point, the teacher needs to pose and facilitate the Pythagorean problem and force students to develop their own theorem.
One day I was wondering why I a cm guy could fit into a cm sleeping bag. It turned out I was sleeping corner-to-corner. Pythagorus to the rescue! Two reactions: 1. My favorite example from the book of concepts, MIT " "When you enter that institute on your first day they give you a patient on paper and video and say: cure him The sequence is tricky. It is not linear--small to big. I learned a language the wrong way. Four years of minute basics before I ever spoke to anyone in a comprehensible sentence.
Right now, we are developing a Project Module for moodle so even very beginners of a second language can assess each other in presentations using a foreign language. At the same time, we are making a companion flash-card trainer to do more memorization work with the words they collect and find important. This combination of higher order projects and simple lower order training will work I believe. As for the MacDonald's math problem, that really illustrates my point. Of course, I cannot be sure, but I would guess that young person probably had rote training, lost interest, and no experiential, on-job training in math.
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Or maybe, had trouble transferring a concept into varying situations. Many Japanese have that flexibility of understanding in math problems. In Japan, education is known for extremely heavy rote training. Yet I was surprised when I was introduced to the elementary school math system in practice. Very little content-delivery, mostly concept-building with puzzles, games, stories, problems etc.
Not so socio-constructivist, but definitely a constructivist approach to mathematics. The result is a society very literate in math--enough that high school grads in factories are given statisitical quality control issues to solve. For some reason our language teachers start to use this n combination with more more project oreinted language learning.
This is fascinating; dreaded high-stakes testing comes from Japan. I am writing papers right now about teaching middle school students about Hurricanes. These students may, or have, suffered extreme weather as they live in the Southern US. Their experiences and perceptions will create the learning moment; they will very likely research hurricane issues on the web on their own, or with the help of family.
I want to implement computer concept mapping into their studies, further absorbing the kids.
Constructivist Instruction : Success or Failure? - masepasenfi.gq
A learning environment like this, if it can successfully embed required math skills into the concept building, is so assured of success that I don't think it can be derailed by an army of PDF paper-writers. Having said this, I have only one worry about my class design: how to embed math learning into the weather studies. I have had other concept building experiences, especially in my Linux Society mentoring organization. My associate and I, both have been laid off as a result of the tech crash, converted our professional Linux and Perl club into a high school mentoring program.
We taught computer values as much as technology.. I just have seen that you are developing a Project Module for Learning.
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What are the feachers of your Project Module? I am interested in it because I startet a project with a student for learning cards. Steve, as you expect, these doctors ARE less skilled when they graduate But tested two years later, they "bypassed" thier traditional collega's in knowledge and skills and In the 80s we were young and trying to construct languange understanding programs AI and I still wonder how children can handle so easy all this fuzzy logic language of real life..
If you were given a choice of only two, would you pick: One who has had some anatomy classes, or One who has served an internship diagnosing and curing patients.
Poor test question I would choose neither of your alternatives. I would choose someone who has been prepared in medical school and has been through both preferably starting with things like anatomy and ending with things like internships with a lot of other "stuff" in-between. Here is a free tip Sorry Steve, I guess it was a little abstract.
Probably from Assessment Just learning by heart is not enough for real life: dear to do a project and act, act act.. I've had a read through the paper now, which incidentally has now been published in Educational Psychologist p , so I guess we can quote from it.
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I tend to agree with Martin that this isn't directly relevant to Moodle, as the support here for scaffolded, social constructionist learning is quite a way removed from the 'minimal instruction', discovery based pedagogy that the authors are arguing against. This is an excellent set of points.
git.pebibits.com/16040.php Especially for those of us that work at the college level. We will be at some big meeting about the future of our online classes, and an important professor will state "I read a paper that stated that online learning has failed.
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And you know that just pointing out how they read the paper wrong, and that the paper itself was biased in many places, will get you no where. You will need to quote publications. So, I think the call for those with a passion about learning theories is to get out and write and publish more. And, as commented here, it's not that hard to construct a paper and get published. Also, just to note, when I said this: "Doesn't the success or failure of any model really depend on the ability of the person teaching it, and not the actual model itself?
And a bad teacher can make a good learning theory fail. There is a truism in education that 'students learn because of and in spite of their teachers'. It is also a lesser-known fact that the Latin root for education has two meanings - educare to draw out and educere to instill. Thus good teaching will always be a blend of both. There is a lovely paper Sfard that explains this much better than I can. Point is - it's not a case that education is neglecting the facts or basics. It's more that kids today have a different kind of consciousness, occasioned by the rich media ecology that they grow up in.
You can teach the facts in a boring, rote, mechanical way or in a fun, exploratory, social way. You can blend both and make online learning work in a way that engages learners and improves the quality of student learning outcomes. Sfard, A. Educational Researcher, 27 2 , I think this paper nicely illustrates a fact that was well understood in medieval times.
All knowledge was developed, somehow, during the classical era. Since then it has only been necessary to acquire it from a teacher or possibly from texts. This whole concept of "constructing" knowledge, if it ever existed, became unnecessary millenia ago. Hi Terence, Thank you for bringing up such a lively topic--one I always love to chat about. However, directing your question to the "great teachers" in Moodle suggests a little sarcasm.
Was that your intent?