Make a big impact on students' long-term learning with the four most powerful tools backed by cognitive science research : retrieval practice, spacing, interleaving, and feedback-driven metacognition. Access free downloads and our four favorite teaching strategies for each Power Tool.
Getting stuck in negative thinking traps can impact your relationships. Learn 15 common cognitive distortions and how they distort reality.
Educational objectives according to Bloom's taxonomy describes the cognitive processes and cognitive tasks that show students lower level skills grow into higher order thinking. The measurable verbs attached to the major categories of the taxonomy of educational objectives help teachers create learn
I recently attended a conference about teaching students with executive functioning challenges. Executive functions are a set of essential cognitive capabilities and skills typically encompassing t…
You are probably wondering if there is bias when learning. This Cognitive Bias In Learning infographic is here to help you figure this out by presenting to you all types of Cognitive Bias In Learning.
Brain Training for those with Executive Functioning Skills Deficits Executive functioning skills are comprised of a set of cognitive processing skills which are necessary to learn, work, live, and function on a daily basis. We have known about executive functioning skills for years because they have been and continue to studied by neuroscientists. Why then […]
This is a review of the article, entitled “Stages of Cognitive Development”, which was retrieved from stages.htm. In the article, the writer discusses the topic about four basic stages of children’…
This ws is intended for beginners after they have been introduced to elementary vocabulary (colours, body, transportation, fruits, vegetables etc.). It is the well-known game of Odd Man Out that has inspired me to this ws. It is fully editable so you can easily adjust it to vocabulary you have taught. Some of the lines are harder than others. Have fun! - ESL worksheets
To avoid giving your students more than their working memory can hold, you need to know why cognitive overload happens – and how to overcome it.
Learn the simple, quick strategies cognitive scientists say can boost student learning in any classroom.
A cognitive bias is a systematic error in thinking that affects the decisions and judgments that people make. Some of… by trasteandolinux
The good old activity of Odd One Out here used on body related vocabulary. - ESL worksheets
These eight questions on blended learning will make the distinction between blended learning and online learning very clear and will bring in focus the importance of skilled teachers who use technology in their classrooms. Keeping these successful blended learning strategy in mind will help all teachers, instructors and educators in perfecting the art of BLENDING learning and gather the best of both traditional and online learning systems.
Our rapidly evolving world forces us to adopt distinct patterns of behavior, and in the process, paves the way for new cognitive biases to emerge.
Cone of Learning I took one look at this and everything made sense. I first saw this picture, ever, in the book Increase Your Financial IQ by Robert T. Kiyosaki on page 183. I HIGHLY recommend this…
Cognitive flexibility is one of the most important qualities that students AND teachers can cultivate. Learning is easier when kids and their teachers can tolerate change, open themselves to new experiences, solve problems creatively, and take the unexpected in stride. Flexibility isn’t always an easy thing to develop–but as Lynn Cannon and her colleagues stress […]
The pyramid of learning shows the sensory systems as the foundation for learning! A great visual to see the importance of movement & play.
Kevin Wilcoxon created this Bloom's Taxonomy Infographic: Language for communication about learning. Check the 60-Second Guide To Blooms Taxonomy.
Master the 5 Commandments of Microlearning for Engagement, Retention, and Results. Explore more about this on the Shift E-Learning blogs today!
If you want to learn better, follow these five learning theories in education. Knowing how teachers teach will make learning more exciting for you
The students look at the pictures and read the sentences, then they tell what they would do in such a situation. They should be creative and give unexpected answers.If you want other worksheets about the same topic, you can find them here:https://en.islcollective.com/mypage/resources?Tags=conditional&searchworksheet=GO&type=Printables&id=5163 - ESL worksheets
This flowchart will help you understand which Cognitive Load Theory principles to use in your teaching material to optimise your students' learning.
This is the second post in a series of four on instructional design for online courses. The goal of this series is to introduce a fresh, innovative approach to course design. Instructional design, …
Talking about cognitive development, in general, it will be discussed early because cognitive development can develop over time. At a very young age, cognitive training will be influenced by the factors of the people and the environment around them.
Are you interested in Adult Learning Theory? Check the The Adult Learning Theory - Andragogy - of Malcolm Knowles to find out more.
Hailing from a technical trade background, on-the-job learning is the preferred method of training with a 70:30 split of on-the-job and off-the-job methodology as fairly standard industry practice. Embracing the 70:20:10 training and development model; this current methodology is really built on the foundations of apprentice training that is ideally suited to workplace training and development. The 70:20:10 learning model has been credited to Morgan McCall, Robert Eichinger and Michael Lombardo from the Center of Creative Leadership during the 1980s. However, many believe the origins of the model go as far back as 1968 with Professor Allen Tough publishing Why adults learn: A study of the major reasons for beginning and continuing a learning project, although he never mentioned the term directly, he planted the foundation seed. Currently, the 70:20:10 model is being implemented in organisations with 70% of learning occuring on-the-job from experimental means such as action learning projects and supervised practice. Mentoring, coaching forms a further 20% of on-the-job learning with retention increased through a formalisation of the process. The final 10% of learning occurs off-the-job through structured learning interventions such as face-to-face courses, eLearning courses and webinars.
Clients who are battling depression might find it challenging to complete the simplest of tasks due to a lack of motivation. Behavioral activation is one...
Bloom’s Taxonomy is a hierarchical classification of the different objectives and skills that educators set for students. In Bloom’s Taxonomy, each level is built on the previous levels. This means…
Learning Environments There are several environments where adults typically learn: Formal – highly structured, curriculum-driven, centered around grades and diplomas. Commonly known as “…
When studying learning and cognition in graduate school, I was drawn to the theories of Lev Vygotsky, a Russian Psychologist from the early 1900s that presented a sociocultural approach to learning and cognition. He offered a theory that I believe presents optimal classroom instruction for all learners. What is Vygotsky’s Theoretical Lens? At the heart of Vygotsky's theoretical lens is that social interaction plays a key role in the development of learning and cognition. Vygotsky claimed: "Every function in the child's cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (inner-psychological) and then inside the child (intra-psychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals.” A second key feature of Vygotsky's theory is that one’s potential for learning depends upon the "zone of proximal development" (ZPD). In the literature, ZPD is synonymous with the later concept, scaffolding, and suggests learning with adult guidance or peer collaboration exceeds independent learning. Vygotsky defined the ZPD as the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem-solving under adult guidance, or in collaboration with more capable peers." Using the ZPD to Enhance Classroom Teaching and Individualized Instruction: It’s always best to keep your students in the ZPD. See the image above. On the one hand, when learning is too easy, students get bored and their attention drifts away from a lesson. On the other hand, if learning is too hard, then anxiety and confusion can result and when discouraged enough, students can develop a sense of learned helplessness. The “sweet spot” is the ZPD where students are challenged enough to maintain attention and they are able to learn new concepts with guided assistance and scaffolding. Then, as learning happens, the support structure is slowly pulled away. Eventually, students engage in independent learning and practice until they reach automatization. Learning to automatization means that one has fully learned a concept to mastery and the process of completing a problem is virtually automatic and requires little to no thought. What are Some Direct Applications of Teaching in the ZPD? Because every student’s zone of proximal development is different, it can be challenging for teachers to accommodate the individual needs of each learner. Here are some possible problems and solutions. Problem Solution A student is unable to answer a direct question in class. - The teacher guides the student to the correct answer providing some scaffolding and by asking them questions. Some students have already learned the concept and others have not. - Break the class into two groups. Provide challenging applications to the group that has learned the concept and scaffolding instruction to the group that has not learned the concept. - Allow the students that have learned the concept to teach the students that have not. My students have a wide range of experience and knowledge with a topic. - Create learning stations with hands-on manipulatives, guiding materials, and demonstration videos that teach the concepts of the lesson. Have beginners, intermediate and advanced stations that increase in difficulty. Help each student select the best learning station. When a student finishes the advanced station, have them assist the other students to mastery. Some students still have not learned the concept after the lesson. - Offer one on one guidance and scaffolding with yourself or a peer mentor. - Go multisensory, creative and colorful in your instruction. Provide opportunities for the student to watch a demonstration and then do it themselves. Eventually, have them teach the concept back to you. Some students are ashamed or hide the fact that they have not learned a concept. - Create a safe environment for students to ask questions. Provide positive reinforcement for students that communicate misconceptions and learning difficulties. - Create a box in your class where students can write down their questions and ask for additional help. - Ask students to anonymously rate your lessons. Let them rate their learning on a scale of 0 to 10 (0 = Didn’t learn it - 10 = Got it). Also ask them about how engaging the lesson was (0 = boring and 10 = interesting, fun and engaging). By tapping into each student's zone of proximal development, you can assure that you will be maximizing your students' learning potential. What's more, you will find that your students are more engaged, find joy in the learning process and become active learners. I hope you found this blog helpful. I would love to hear your thoughts. Cheers, Dr. Erica Warren Dr. Erica Warren is the author, illustrator, and publisher of multisensory educational materials at Good Sensory Learning. She is also the director of Learning to Learn and Learning Specialist Courses.· Blog: https://learningspecialistmaterials.blogspot.com/· YouTube Channel: https://www.youtube.com/user/warrenerica1· Podcast: https://godyslexia.com/· Store: http://www.Goodsensorylearning.com/· Courses: http://www.learningspecialistcourses.com/· Newsletter Sign-up: https://app.convertkit.com/landing_pages/69400 · Private Practice: Learning to Learn
I'm building a blended learning math curriculum that includes paper/pencil practice, videos, projects, problems, games, and other online venues. I'm hosting the curriculum on a Google site. It is and will continue to be a work in progress; hence the process is critical. The process I am currently using to utilize this curriculum to best meet students' needs is the following: With an eye on the standards and students' knowledge, interests, and needs, I will revisit the curriculum unit by unit. At the start of each unit, I will review and revise the unit plans to best meet students' interests, needs, and knowledge as well as current teaching goals, standards, and available tools. I will add/delete unit materials as I teach the unit with the focus on keeping a coherent, multi-modal guide for learning in mind. I will publish and share the unit with colleagues near and far, family members and students. So, unit-by-unit I'll transfer almost all of my curriculum materials and information to Google sites which will serve as the host platform for my teaching program. I will utilize the texts, guidelines, and other materials set forth by the school system and State, and I will add timely tech venues and other learning activities to the units. Basically the process is one that teachers have enacted year after year. However, now with the wonderful tech venues we have available that process becomes much more transparent and multi-modal with 24-7 access for the entire learning team: colleagues near and far, family members and most of all, students. Is this the process you use to reflect, revise, and renew curriculum with a focus on student learning? Am I missing any steps? Establishing a pattern of reflection, revision and renewal helps to keep curriculum timely, responsive and engaging, don't you agree?
Bloom's Taxonomy is a hierarchical ordering of cognitive skills that can, among countless other uses, help teachers teach and students learn.
Over the past 4 years, I have worked on the creation of many Common Core documents including curriculum guides, pacing guides, standard c...
Learning is understood broadly as any kind of activity, whether in a formal or informal context, that enhances an individual’s knowledge or skills in one way or another. The relationship between ...
Trump's top score comes after concerns were initially raised over his mental health.
