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Thinking about Learning, or Learning about Thinking

Thinking about Learning, or Learning about Thinking. Dr. Alan Zollman Mathematical Sciences MATH 610 August 25, 2009. Effective Strategies. Effective Strategies. One Important Concept. Effective Strategies. One Important Concept Two Dumb Stunts. Effective Strategies.

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Thinking about Learning, or Learning about Thinking

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  1. Thinking about Learning, or Learning about Thinking Dr. Alan Zollman Mathematical Sciences MATH 610 August 25, 2009

  2. Effective Strategies

  3. Effective Strategies • One Important Concept

  4. Effective Strategies • One Important Concept • Two Dumb Stunts

  5. Effective Strategies • One Important Concept • Two Dumb Stunts • Two Quick Actions

  6. Effective Strategies • One Important Concept • Two Dumb Stunts • Two Quick Actions • Three Big Ideas

  7. Effective Strategies • One Important Concept • Two Dumb Stunts • Two Quick Actions • Three Big Ideas • Two Predictors of College Success

  8. Effective Strategies • One Important Concept • Two Dumb Stunts • Two Quick Actions • Three Big Ideas • Two Predictors of College Success • One Reflection

  9. A mayber was raling his temp. Saintly a durf accotted some padis in his temp. “Why did yind accot padis in my blem temp?” the mayber quassed the durf. “Ar’m varrly grendy,” the durf trepped. “Ar hished yind merpled padis in your temp. Did yind rale your temp blem?”

  10. A mayber was raling his temp. Saintly a durf accotted some padis in his temp. “Why did yind accot padis in my blem temp?” the mayber quassed the durf. “Ar’m varrly grendy,” the durf trepped. “Ar hished yind merpled padis in your temp. Did yind rale your temp blem?” Please answer the following question in complete sentences:

  11. A mayber was raling his temp. Saintly a durf accotted some padis in his temp. “Why did yind accot padis in my blem temp?” the mayber quassed the durf. “Ar’m varrly grendy,” the durf trepped. “Ar hished yind merpled padis in your temp. Did yind rale your temp blem?” Please answer the following question in complete sentences: What did the durf accot in the mayber’s temp?

  12. A mayber was raling his temp. Saintly a durf accotted some padis in his temp. “Why did yind accot padis in my blem temp?” the mayber quassed the durf. “Ar’m varrly grendy,” the durf trepped. “Ar hished yind merpled padis in your temp. Did yind rale your temp blem?” Please answer the following question in complete sentences: What did the durf accot in the mayber’s temp? What did the mayber quas the durf?

  13. A mayber was raling his temp. Saintly a durf accotted some padis in his temp. “Why did yind accot padis in my blem temp?” the mayber quassed the durf. “Ar’m varrly grendy,” the durf trepped. “Ar hished yind merpled padis in your temp. Did yind rale your temp blem?” Please answer the following question in complete sentences: What did the durf accot in the mayber’s temp? What did the mayber quas the durf? Was the durf grendy?

  14. A mayber was raling his temp. Saintly a durf accotted some padis in his temp. “Why did yind accot padis in my blem temp?” the mayber quassed the durf. “Ar’m varrly grendy,” the durf trepped. “Ar hished yind merpled padis in your temp. Did yind rale your temp blem?” Please answer the following question in complete sentences: What did the durf accot in the mayber’s temp? What did the mayber quas the durf? Was the durf grendy? Why did the mayber rale his temp?

  15. A mayber was raling his temp. Saintly a durf accotted some padis in his temp. “Why did yind accot padis in my blem temp?” the mayber quassed the durf. “Ar’m varrly grendy,” the durf trepped. “Ar hished yind merpled padis in your temp. Did yind rale your temp blem?” Please answer the following question in complete sentences: What did the durf accot in the mayber’s temp? What did the mayber quas the durf? Was the durf grendy? Why did the mayber rale his temp? Is there a difference between knowing an answer and understanding a solution in mathematics? Adapted from Kenneth Goodman’s The Psycholinguistic Nature of the Reading Process

  16. The Difference Between Teaching and Learning

  17. The Difference Between Teaching and Learningor How to Teach a Dog French

  18. Two Dumb Stunts Of all the demographic data collected on students taking standardized tests, which one has the highest correlation with scoring the highest mathematics test scores?

  19. Two Dumb Stunts 1) Give the Father Lottery Tickets

  20. Two Dumb Stunts 1) Give the Father Lottery Tickets 2) Give the Parents Honorary Degrees

  21. Two Dumb Stunts In applying the empirical research to the practical classroom, there is a difference between correlations

  22. Two Dumb Stunts In applying the empirical research to the practical classroom, there is a difference between correlations and causations.

  23. Two Quick Actions

  24. Two Quick Actions • Have lecture, individual, cooperative group activities

  25. Two Quick Actions • Have lecture, individual, cooperative group activities • Have a daily reflection

  26. Effective Strategies • Big Ideas • Jean Piaget’s Reflective Abstraction

  27. Effective Strategies • Big Idea # 1 • Jean Piaget’s Reflective Abstraction • Generalization (Association)

  28. Generalization (Association)Memorize the following 12 items in orderMake sure you can read the whole screen

  29. SKY

  30. SKYRADIO

  31. SKYRADIOGAS STATION

  32. SKYRADIOGAS STATIONBOX

  33. SKYRADIOGAS STATIONBOXCUP

  34. SKYRADIOGAS STATIONBOXCUPDOOR

  35. SKYRADIOGAS STATIONBOXCUPDOORKNIFE

  36. SKYRADIOGAS STATIONBOXCUPDOORKNIFETOY

  37. SKYRADIOGAS STATIONBOXCUPDOORKNIFETOYROAD

  38. SKYRADIOGAS STATIONBOXCUPDOORKNIFETOYROADSIGN

  39. SKYRADIOGAS STATIONBOXCUPDOORKNIFETOYROADSIGNTOWEL

  40. SKYRADIOGAS STATIONBOXCUPDOORKNIFETOYROADSIGNTOWELRAISINS

  41. wait …..

  42. Without looking …

  43. Without looking …what’s the full name of this course?

  44. OK, nowwrite the 12 nouns in order.

  45. SKYRADIOGAS STATIONBOXCUPDOORKNIFETOYROADSIGNTOWELRAISINS

  46. Effective Strategies • Big Idea # 2 • Jean Piaget’s Reflective Abstraction • Generalization (Association) • Coordination (Assimilation)

  47. Coordination (Assimilation) How do we add: 2 tens + 3 ones

  48. Coordination (Assimilation) How do we add: 2 tens + 3 ones 2 thirds + 3 fourths

  49. Coordination (Assimilation) How do we add: 2 tens + 3 ones 2 thirds + 3 fourths (2x + 4y) + (3x + y)

  50. Effective Strategies • Big Idea # 3 • Jean Piaget’s Reflective Abstraction • Generalization (Association) • Coordination (Assimilation) • Encapsulation

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