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Articles by Rebekah Berlin
Mental Models: How understanding the mind can transform the way you work and learn
Product Description What if you could unlock the science of effective thinking and harness your mental processes for greater success at work and in life? Join two experts in the field of applied cognitive science as they reveal the hidden mechanisms behind our thoughts and actions.
If You Want to Remember Something, Think Hard and Dig Deep
René Descartes once famously mused, “I think, therefore I am,” but when it comes to effective teaching and learning informed by cognitive science — the science of the mind — it’s perhaps more appropriate to say: “I think deeply, therefore I learn.” Getting students to think deeply often depends on the questions we ask of them and, specifically, whether students are invited to think effortfully in support of their answers.
Issue
by Ana Aracelly Olguín & Stephanie C. Sanders-Smith This article shares the experience of a mother and child fleeing civil unrest in Guatemala to resettle as refugees in the United States. The study uses a Bourdieusian lens to describe feelings of unease and struggles the family encountered in their new community.
Better Questions in the Classroom Lead Students to Think Harder—and Learn Deeper - EdSurge News
Imagine yourself in a kindergarten classroom. Amidst bright walls and happy chatter, students are bustling about, moving from station to station to explore different concepts related to shadows and light. At one station, a little boy named David is holding a stick up to a lightbulb to form shadows, and using Unifix Cubes to measure the shadow’s length at different angles. He holds the lamp close to the ground: The shadow lengthens. He holds the lamp higher off the ground: The shadow shortens.
Putting learning science in practice: Using examples and non-examples
This blog post is part of an ongoing series highlighting the work of our Learning by Scientific Design Network, a group of 10 educator-preparation programs focused on equipping teacher-candidates with our best scientific understanding of how students learn. Here, we explore one scenario that illustrates how teachers can use learning science to guide these decisions. Have you ever seen an interaction like this in a classroom?
Teacher Coaching in a Simulated Environment
References Adnot M., Dee T., Katz V., Wyckoff J. (2017). Teacher turnover, teacher quality, and student achievement in DCPS. Educational Evaluation and Policy Analysis, 39(1), 54–76. Akdağ Z., Haser Ç. (2016). Beginning early childhood education teachers’ classroom management concerns. Teachers and Teaching, 22(6), 700–715. Alexander P. A. (2003). The development of expertise: The journey from acclimation to proficiency. Educational Researcher, 32(8), 10–14. Allen J. P., Pianta R. C., Gregory A., Mikami A.
Teacher Coaching in a Simulated Environment
New teachers enter the classroom with vastly different knowledge and skills. Most improve dramatically during their first few years, learning a lot on the job (Atteberry et al., 2015; Harris & Sass, 2011; Kraft & Papay, 2014; Papay & Laski, 2018). This raises the question of whether we can push some of this learning into the preservice period so that the next generation of teachers is better prepared to provide effective instruction from day one?
Teacher Coaching in a Simulated Environment
Adnot, M., Dee, T., Katz, V., Wyckoff, J. (2017). Teacher turnover, teacher quality, and student achievement in DCPS. Educational Evaluation and Policy Analysis, 39(1), 54–76. Google Scholar | SAGE Journals | ISI Akdağ, Z., Haser, Ç. (2016). Beginning early childhood education teachers’ classroom management concerns. Teachers and Teaching, 22(6), 700–715. Google Scholar | Crossref Alexander, P. A. (2003). The development of expertise: The journey from acclimation to proficiency.
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