Learning scientists identify several types of goals. Students whose goals are based on mastering the curriculum, being able to use it independently are intrinsically motivated; they are likely to develop deeper learning. If learners are not motivated by mastery, their goals are based in performance which indicates extrinsic motivation. Motivation is also affected by the Read More
Category: Learning
Cognitive Engagement: Learning Starts Here
Cognitive engagement means the learners is thinking about the material they are studying, but it involves more than just practicing retrieval of information. Cognitively engaged learners try to make sense of the material by comparing it to what they already know and resolving differences. They ask questions about what the new information means, and seek Read More
Thoughts on Intelligence
Compromise (which finds groups or individuals deciding an action that is between two extreme options) is a human activity with an unusual character. In some instances (for example in political discussions) groups see it as a positive outcome as action can proceed despite neither “side” getting everything they desire. In other instances (for example in Read More
The Consciousness Instinct
Readers are fans of writers in the same way sports enthusiasts are fans of teams (many of use are both). This reader is a fan of those who explain the world and bring fresh explanations and creative insights to human experience and understanding. Michael Gazzaniga is one such author and my shelf has many of Read More
Critical Thinking
The question of “what should we teach?” is a perpetual one for educators. Some describe it as a pendulum and believe their job as an educator is to hold the pendulum as the bottom of its arc. Other believe the pendulum belongs on either extreme. Yet others ride the pendulum and just adopt the most Read More
Yet Another Short Rant on Learning
We have all experienced the change in our brains we call learning. We become capable of remembering information, performing actions, recognizing patterns, appreciating observations, asking questions, and otherwise interactive with ideas, tools, and people in a way we could not previously. Learning is the change associated with becoming aware of and evaluating our capabilities is Read More
Students’ Experiences Matter
Teaching is an inherently wicked problem. (This idea has been addressed multiple times in this blog– search for “wicked.”) In 1973, scholars Rittel and Webber defined wicked problems as those that are ill-defined and that are judged only from the perspective of the individual who experienced the solution. A defining characteristic of wicked problems is Read More
Elevator Pitch on Metacognition
Much of the literature for educators treats metacognition as a separate type of learning. Winne and Azevedo (2014) point out that metacognition is simply learning about one’s own learning, so it is not different from learning about other phenomena. The same theories and models that describe cognition describe metacognition. For example, when new to a field, a learner must expend Read More
The Essence of Deeper Learning
This concept has been kicking around in my mind for many months now (during which time it has appeared in this blog). I think I am finally getting to the essence of how I think about it. Many scholars and organizations have proposed variations on deeper learning; each variation is accompanied by suggestions for describing Read More
Thinking About Adult Learners
Much of the cognitive and learning science research that is undertaken is conducted on young people and adolescents. These students are usually compulsory attendees and they are studying a curriculum that is prescribed. Further, the faculty are adults who are in positions of both authority and expertise. Community college students choose to attend enroll and Read More