The correct way is: students should <span style="text-decoration: underline;">reword</span> the professor’s lecture, rather than simply copy the words down <span style="text-decoration: underline;">verbatim</span>.

<p>If students can learn to reword the professor’s lecture when taking notes on a laptop, then Mueller and Oppenheimer’s own data suggest&nbsp;that&nbsp;they’ll learn more. And yes, I do mean “learn more than people who take handwritten notes.”</p> <p>(Why? Because laptop note-takers can write <em>more words</em> than handwriters, and in M&amp;O’s research, more words lead to more learning.)</p>

<p>Dweck emphasizes that mindset interventions should not be one-time events.</p> <p>Anything that happens just once — “a chart at the front of the room, a lecture where you define the two mindsets” — isn’t likely to work.</p> <p>Instead, we should focus on “the policies and practices in the classroom. <em>It is not about teaching the concept alone</em>, it is much more about implementing practices that focus on growth and learning.” [emphasis added] </p>

That is: when students <span style="color: #000000;"><b>didn’t&nbsp;</b></span>review a particular set of facts, they could still reason with them — as long as they <strong>had practiced</strong> doing that kind of reasoning.

Scenario-based design of information technology addresses five technical challenges: scenarios evoke reflection in the content of design work, helping developers coordinate design action and reflection. Scenarios are at once concrete and flexible, helping developers manage the fluidity of design situations. Scenarios afford multiple views of an interaction, diverse kinds and amounts of detailing, helping developers manage the many consequences entailed by any given design move. Scenarios can also be abstracted and categorized, helping designers to recognize, capture and reuse generalizations and to address the challenge that technical knowledge often lags the needs of technical design. Finally, scenarios promote work-oriented communication among stakeholders, helping to make design activities more accessible to the great variety of expertise that can contribute to design, and addressing the challenge that external constraints designers and clients face often distract attention from the needs and concerns of the people who will use the technology.

Stories are effective tools for learning due to their ability to facilitate the following cognitive processes: i) concretizing, ii) assimilation, and iii) structurizing (Evans and Evans 1989).

To a certain extent, I feel the growth mindset is the equivalent of putting a penguin next to an eagle and inviting them to both take off. When the eagle is a speck in the sky, the observer then tells the penguin that the only reason it isn’t also flying is that it isn’t putting enough effort in. If only it flaps its wings harder, it’ll be chasing the eagle in no time.

A rare point of agreement between hard biodeterminists and hard socialists is that telling kids that they’re failing because they just don’t have the right work ethic is a <i>crappy thing to do</i>. It’s usually false and it will make them feel terrible. Behavioral genetics studies show pretty clearly that at least 50% of success at academics and <a href="slatestarcodex.com/2015/02/01/talents-part-2-attitude-vs-altitude/">sports</a> is genetic; various sociologists have put a lot of work into proving that your position in a biased society covers a pretty big portion of the remainder. If somebody who was born with the dice stacked against them works very hard, then they might find themselves at A2 above. To deny this in favor of a “everything is about how hard you work” is to offend the sensibilities of sensible people on the left and right alike.

So basically, you take the most vulnerable people, set them tasks you know they’ll fail at, then lecture them about how they only failed because of insufficient effort.

Use the same face-to-face course syllabus

<em>Implement </em><em>Course grading that relies heavily on exam assessments</em>

Assignments that lack detailed instructions

<em>Utilize the same </em><em>course materials as used in F2F class</em>

Underestimate the amount of time needed for course transition

Those teachers who keep a list of question prompts relating to the various levels of Bloom’s Taxonomy undoubtedly do a better job of encouraging higher-order thinking in their students than those who have no such tool. On the other hand, as anyone who has worked with a group of educators to classify a group of questions and learning activities according to the Taxonomy can attest, there is little consensus about what seemingly self-evident terms like “analysis,” or “evaluation” mean. In addition, so many worthwhile activities, such as authentic problems and projects, cannot be mapped to the Taxonomy, and trying to do that would diminish their potential as learning opportunities.

<p><strong><span style="text-decoration: underline;">1. Class Size</span></strong></p> <p><span style="text-decoration: underline;">My initial thought:</span> Decreasing Class Size from 25 to 15 could significantly improve student achievement.</p> <p><span style="text-decoration: underline;">The bold, loud claim I hear:</span>&nbsp; “Decreasing class sizes is a key to student success!”</p> <p><span style="text-decoration: underline;">What the research says:</span>&nbsp; Of the 138 factors of the meta-analyses done, this was ranked as number 106, and had a impact factor of 0.21, well below the hinge point of showing notable change.&nbsp; This is based on studies of more than 40000 classes, and nearly 950000 students worldwide. Perhaps not surprisingly, “quality teaching” has nearly double the impact on student achievement than this factor.</p> <p><span style="text-decoration: underline;">My new thought:</span><strong>&nbsp; </strong>Not the high-yield strategy that I believed.</p>

<p><strong><span style="text-decoration: underline;">6.&nbsp; Formative Evaluation of programs</span></strong></p> <p><span style="text-decoration: underline;">My initial thought</span>:&nbsp; Extremely important for teachers to adapt and change their methodologies in response to student learning. Using student data to guide instruction and reflection through collaboration with their peers is something that we have been<a href="http://thelearningnation.blogspot.com/2010/11/restructuring-not-remortgaging-to-make.html"> focussing on in our school through our change in structures</a>.</p> <p><span style="text-decoration: underline;">Loud, bold claim I hear:</span>&nbsp; “I know what works in my class!”</p> <p><span style="text-decoration: underline;">What the research says</span>:&nbsp; This ranks as #3 of 138, with an effect of 0.9 over nearly 4000 students and 38 studies.&nbsp; Teachers being purposeful to innovations in that they are looking to see “what works” and “why it works” as well as looking for reasons why students do not do well lead to improvement in instruction and student achievement.</p> <p><span style="text-decoration: underline;">My new thought</span>:&nbsp; This is the high-yield strategy that can really make a difference at our school, and through the Professional Learning Community Model of providing time for teachers to collaborate and reflect on teaching practices, we have seen a marked increase in the success of our students.</p>