“If people knew how hard I worked to get my mastery, it wouldn’t seem so wonderful at all.” ~Michelangelo
The importance of steady effort.
“…deficiency becomes identity, and inevitably learning is transformed from that early free play and exploration of the world to an habitualized task.” Papert, Mindstorms
One of the key ideas that emerged during research for last night’s webinar was that students need a return (or, for the fortunate ones), a continuation of exploration and play. Papert’s quote from Mindstorms still resonates. Here’s hoping that this weekend brings opportunity for all of us to play and explore and have fun.
“Sometimes we may experience a tectonic shift in thinking or understanding, sometimes not. But the personal and intellectual connections we make in the process more than repay our effort.”
~Dr. Barry Glassner, President, Lewis & Clark College, Portland, Oregon
The Uses of Ignorance
Chronicle of Higher Education
October 25, 2015
Helping students troubleshoot their errors like this should be a primary role of every teacher. There’s nothing to troubleshoot, though, if kids never run into trouble. Lesson planning should thus be more about anticipating students’ errors and preparing to help them learn from those errors than trying to develop presentations that prevent all errors. Provide students activities that involve applying information, and be ready to help them when they get tripped up.~David Ginsberg, in this post
[The] invisible residue of old memories helps a person remember that same material again more quickly than before.
~Dr. Dan Willingham, a cognitive scientist at the University of Virginia, in a recent article in The Atlantic magazine
Katherine Rawson and John Dunlosky have called this practice“successive relearning. ”The thing that makes memories of what we’ve learned “indelible,” Willingham writes, is returning to that material again and again, writes Annie Murphy Paul in this article.