Presentation on theme: "Technology and the Science of Learning Instructor: Michael Aubin Phone: 410-750-3886."— Presentation transcript:
Technology and the Science of Learning Instructor: Michael Aubin E-mail: firstname.lastname@example.org@verizon.net Phone: 410-750-3886
Baseball Analogy "Imagine if we taught baseball the way we teach science. Young children would read about baseball techniques, answer quizzes about baseball rules, and occasionally hear stories about baseball greats. Some coaches would argue that students should drill in fundamental baseball skills. Undergraduates might be allowed to reproduce famous historic baseball plays. But only in graduate school would they, at last, actually get to play a game.“ -Alison Gopnik, writing in the New York Review of Books
Multiple Intelligences Moving to another level in the science of learning, new theories take a broader look at what we term "intelligence," thereby opening the door to consider the unique learning capabilities and challenges of each student.
Multiple Intelligences cont. Howard Gardner's theory posits eight intelligences: –Visual/Spatial –Verbal/Linguistic –Logical/Mathematical –Bodily/Kinesthetic –Musical/Rythmic –Interpersonal –Intrapersonal –Naturalistic
Multiple Intelligences cont. Schools mostly value only two of the eight intelligences: –Linguistic –Logical
Learning One of the great insights of learning science is the discovery that where people start from—the knowledge they have and assumptions they hold—has a huge impact on how well they learn.
Learning cont. "All learning involves transfer from previous experiences," stresses the NAS study How People Learn. Students' understanding of new material must begin with an understanding of the point of view they already hold.
Learning cont. The children's book shown here—Fish is Fish—whimsically depicts this truth. It tells the story of a fish who learns about life on dry land from a tadpole-turned-frog. While the frog describes birds, the fish envisions fish with wings; when cows are described, the fish imagines fish with udders.
Learning cont. This perspective on the need to know "where learners are coming from" really applies to all ages.
Learning cont. Metacognition “Learning is what you do when you don’t know what you do. Learning to learn, or the development of learning-power, is getting better at knowing when, how, and what to do when you don’t know what to do.”
Learning cont. “The science of learning tells us that everyone has the capacity to become a better learner, and that there are conditions under which learning-power develops. It is offering us a richer way of thinking about learning, one which includes feeling and imagination, intuition and experience, external tools and cultural milieu, as well as the effort to understand.”
Teach For Understanding Framework
TFU Framework Generative topics - What topics are worth understanding? Understanding goals - What exactly should students understand about such topics? Performances of understanding – How will students develop and demonstrate understanding? Ongoing assessment – How will students and teachers assess understanding? Reflective Collaborative Communities – How will students and teachers learn together?
TFU Framework Additional questions to consider: New Technologies - How do new technologies enhance Teaching for Understanding? Throughlines - What are the big ideas that you want your students to focus on this year?
Align to the TFU Framework Think of a unit of work you are, have been or will be teaching this year. Discuss this with a colleague and record the following information. –What are the main objectives/aims/intentions of the unit of work? –How have you articulated this/these? –What activities have you planned to help achieve your intention? –How will you assess the unit of work?
Align to the TFU Framework In the light of your reading record your thoughts using the following headings: –What is the Generative Topic? –What value/s do I want the students to develop from studying this unit of work? –What purpose/s am I addressing by studying this unit of work? –What is/are the Understanding Goal/s? –What are the Performances of Understanding that will develop and demonstrate my students' understanding? –What ongoing assessment will I use to give my students continual feedback on their performance?
Technology Use in Classrooms Technology too often becomes the end in itself and not the means to a greater goal Use should not be in isolation, rather with a clear purpose in mind –actually using it in the learning process
Instructional Technology Integration How can we use instructional technology strategies to meet the needs of these modern learners How can instructional technology strategies assist with differentiated instruction How can we measure or support assessment with instructional technology Different types of technology - multimedia, video, games, 'user-generated content'
Contact Information Michael Aubin email@example.com 410-750-3886 Communicate through the ELC!!