Core Reflection on Thinking Skills

Linda made a great point about memorizing less and learning to use resources to find answers (a skill in of itself).

Laura addressed the big picture. Prime time I is when I attempt to establish the big picture for the kids - how does the new lesson connect to what we've done, why is it important, and a holistic idea of the new concept. This addresses storage and therefore retrieval. The specific skills for the new topic follow and will likely be stored more effectively.

Learning

• The presented talked about PRIOR KNOWLEDGE - a major buzz word in methods.
• The presenter addressed Information Processing Theory which we covered in one of the first methods sessions.
• A person has effectively learned information when it can be retrieved. Information does not stay in short term memory for more than a few minutes. When information is forgotten, it is either lost permanently or cannot be retrieved. Connecting to prior knowledge allows for effective storage and therefore retrieval. I used the file folder analogy in which I stored a piece of paper in its proper file and can easily find it later (analygous to connecting to prior knowledge).

Teen brains are physiologically geared more towards emotion so behavior and learning are connected to emotion. This is part of the reaon we highlight the need for a positive learning environment.

Someone asked what to do if a student doesn't get the info. This is the purpose of Tiered intervention. You can pull aside the kids who don't get it and give them a group tutor session while other kids are on task. We'll cover the tiered intervention in April.

CLOSURE

• It is meant to extend learning, not merely summarize. The initiation connects the objective to prior knowledge. The closure can connect to the objective to future knowledge. For example, if the objective is to solve 3x+5=12 the closure can be used to preview 3x+5=12 +8x.
• I know summaries and KLW and exit tickets are used for closure but these only summarize. I avoid using the latter two as a closure becuase what if the student doesn't remember or remembers incorrectly what they are trying to summarize?

Several of you cited the need for self-help skills and critical thinking in your respective professions. This helps justify the use of higher Bloom's levels in our lessons! Greg called this "frontal lobes in training."

Remember, a quiet classroom doesn't mean kids are learning.