The schools I attended (and that my children attended and that I still see) appear to be grounded int he assumption that learning is about information. “If students have the information,” it is reasoned, “they will now it and be able to use it.” Further, it is assumed that performance on tests and other assignments, Read More
I’ve written about this in the past on the blog, but the topic has come back into my professional thinking, so I’ve capturing it again. In 2008, I have a stroke and spent the summer learning to walk again. For the 20 years of my career in education until then, I had rejected the “back Read More
210: Electronic Portfolios: The Role of the Creator At several time over the last 20 years, I have helped schools create electronic portfolio projects– I wish these had been more sustained, but I’ve found there is a vast disconnect between what educators think they will be and what they really are. I discovered this summary Read More
I decided to become an educator in 1980 or 1981. That means I’ve been paying attention (close attention) to learning for over 40 years, but I’m not sure I really understand it any better now than when I started. I have a much more sophisticate concept of learning, but damned if I can define it. Read More
After more than 30 years in education, I have become convinced that the systems we have created are grounded in an incorrect assumption of what constitutes human thinking. As educators, our goal is to increase and enhances students’ cognitive abilities. When they leave our classrooms, they should be able to observe more and more sophisticated Read More
I’m cleaning out some digital files… making sure I have copies of photographs and videos and deleting gigabytes of digital detritus. Luckily, I found a document written in 2002 on which I wrote: Learning. Such a simple idea. We all have done it for our whole lives. As humans, we have done it since the Read More
One of the issues I’ve seen raised in recent months, and one that I expect will become more common as we move into the “post-COVID” era of education is academic freedom. Specifically, I refer to the argument by faculty that they have the “right” to teach in any manner they see fit and that any Read More
Cognitive load is a well-known and established theory. Basically, it posits humans have a limited amount of cognitive processing power available at any moment; game theorists would declare our cognitive capacity is a zero-sum quantity. What is used for one purpose is unavailable for other purposes. In classroom, we want to limit extraneous cognitive load Read More
Teachers who create classrooms in which students pay attention are skilled at finding the correct balance between familiar and novel. Human brains are adapted to figuring out “just the right amount of change.” The logic behind this adaptation is simple: If a situation is familiar, then it is predictable so we have a sense of Read More
For most of human history, communication was an aural or gestural activity. We spoke and we made gestures, other heard and saw our movements. In both cases, the communication was ephemeral. Unheard words and unseen gestures are lost. There is evidence of humans creating painting and other artifacts which presumably were intended for meaningful communication, Read More