To say "I could be enjoying the surprise but instead I regret that its over" versus "I regret that its over but I could be enjoying the surprise".
To say "I could be enjoying the surprise but instead I regret that its over" versus "I regret that its over but I could be enjoying the surprise".
In the same way you can say 'Never stop listening to the language, bring yourself back' you can say 'Keep listening to what your body wants, Always be centered in the body, Follow it where it wants to go, See what it feels like doing'
Planting seeds implies working in many contexts, being patient, not sitting awaiting leaves to spawn. It's about putting things out and forgetting, moving on, allowing yourself to be surprised.
When it seems like the finite resources are burning slowly and the infinite resources are expanding quickly.
[Praise the effort, not the learner.]
[Complex questions bind information to a network of ideas rather than isolated facts. This improves memory by creating a multitude of connections between ideas.]
[Complex questions encourage problem-solving skills such as goal decomposition.]
[A teacher's role in question-driven instruction is not to impart knowledge but to help students construct knowledge themselves by seeking, evaluating, and integrating different sources of information. The teacher can model best practices without stealing the students' opportunity to engage in them.]
[Good teachers ask good questions at the right time.]
Stimulating curiosity has an aspect of listening, timing, rhythm, performance, music.
[Self-explainers generate inferences that fill missing information and connect to their own knowledge.]
[Ineffective readers take no time to interpret the text: they merely paraphrase or re-read and are learning instead of learning from.]
[Good self-explainers continuously monitor their comprehension and test whether they can explain how something fits into the larger picture.]
[How does this fit what I know and what I have read so far?]
[1) use your own words. 2) focus on how and why instead of what/where/when 3) connect incoming ideas to prior knowledge.]
[How are X and Y similar? What would happen if…? How does X connect to Z which I learned before?]
[A good questions relies on an integrated model rather than disparate facts.]
[At the Armadillo Technical Institute, students rotate responsibilities for cleaning the school while professional staff handle more dangerous or difficult tasks. The students ended up creating a culture of keeping the school clean.]
[The teacher asking a question to the class and evaluates their input with a brief 'yes, good, not quite' response is setting a norm that learning is about providing an approved answer.]
[When unsure how to give constructive criticism, there is the option of 'two likes and a wish'.]
[Conflict of opinions and considering a diversity of perspectives can create stronger learning opportunities than homogenous thinking.]
[Collaborative learning can support joint attention, listening, sharing, coordinating, and perspective taking by: paying attention to what participants need; ensuring everyone has been given due attention; explaining how instead of doing for; giving a chance for everyone to speak; finding out what others think; providing reasons for ideas; having a plan.]
[Develop behavioural norms for cooperation before the learning activity, not simultaneously.]
[It can help to define roles within the group such as: a facilitator to enforce behavioural norms; a recorder to capture discussion; a resource manager to acquire any physical and informational materials needed; a reporter to synthesize and present findings. Having the roles may not improve discussion if it doesn't solve a problem or if participants don't have adequate experience performing them.]
[A group-worthy task should be something no individual could complete alone withing the given period.]
[Important outcomes for adult hobbyists: see the fruits of one's labour; learn strategies and methods; overcome new challenges; do something for its own sake; share your making; customize; read about an interest; express oneself; have clear goals and feedback; help others appreciate or participate; learn about tools; find or create something new or rare; nurture until it's ready; feel control; do something not known to others.]
[Productive agency cycle in five steps: 1) make; 2) see the fruits of your labour; 3) share it; 4) overcome new challenges; 5) learn strategies and methods.]
How can one design a feedback loop to push themselves into a productive cycle like that one?
[Efficient knowledge can be accessed quickly and applied to recurring contexts, but it can impede seeing all possibilities when prior knowledge no longer applies.]
[Encourage cultivating adaptive knowledge by: 1) minimizing consequences for sub-optimal performance, 2) creating sufficient variation in each situation, 3) encourage understanding and experimenting over short-term performance.]
[Rather than separate courses for efficient knowledge and adaptive thinking, integrate or alternate between the two approaches in the same process of learning, preferably starting with discovery and innovation as a way to set the stage for existing efficient solutions.]
[Innovation activities can let learners: explore structure and variation in the domain; understand problems that need solving and why; participate in an error-tolerant, playful, low-risk environment; learn to hold hypotheses lightly and seek feedback; develop can-do attitudes that encourage adapting and innovating.]
[Later learning, even a few minutes after, can emphasize efficient knowledge: learning about optimized solutions; understanding why something works; practicing towards increased efficiency; re-engaging with slight variations while understanding why the principle stays the same; seeking feedback to refine execution; feeling the reward of being able to do something well.]
[Try to have experiences that give a sense of the problem before confronting the learning material. The lecture often provides the 'then' without the 'if', resulting in a weak ability to apply the knowledge. Experiential activities can prepare for future learning.]
[A debriefing serves the significant purpose of connecting experience to larger ideas. Without the experience, the explanation is abstract. Without the explanation, the experience becomes falls into the collection of indistinguishable memories. Both together produce usable knowledge.]
[Expanded practice is a way of gradually hiding more and more of what you want to be recalled - it breaks into chunks the amount needed to be remembered. An example is given of caffeine's molecular structure: the first round involves recalling a few missing bonds and atoms, the second round a few more, eventually leading to recalling the entire structure from just the word 'caffeine'.]
[Reading highlighted sentences doesn't demand recall or generation and thus doesn't strengthen your memory. Better to highlight part of the sentence and try to remember the rest.]
[Generating incorrectly strengthens memory of the mistake.]
[Practice makes permanent, and with feedback we can perfect.]
[Having students work in groups to report an answer can help them feel less personally threatened when confronting negative feedback.]
[Low-information feedback like 'right' or 'wrong' can be useful for more knowledgeable students that just need a small nudge to self-correct. Elaborate more to those who need more support.]
[Deliberate practice is necessary for overcoming performance plateau. It requires narrow focus on difficulties and this must be done outside the main activity.]
[Deliberate practice requires a degree of concentration that isn't sustainable for long periods. It will be more likely that you need to rest and not continue four hours at a time.]
[It takes more effort and concentration to make a hundred free-throws with attention to your body and form than to make three-hundred while distracted and chatting to a friend.]
[The goal of deliberate practice is to make skills and concepts more automatic, efficient, effortless and to allow one to work with larger chunks and on more complex problems.]
[Experts can distinguish specific features beyond basic categories: instead of cat versus dog, the specific species; instead of red wine versus white, the dryness or type of grapes used.]
[Experts develop their precision by comparing many examples over years. Presenting contrasting cases shortens the time to learn by using carefully juxtaposed examples.]
[Learning what something is also means learning what it is not.]
[Decide which features are important to notice and pick contrasts for each of them.]
[Noticing differences is easier when similarities dominate.]
[Evaluation reveals wisdom/adjustment, errors, imprecisions in the practice. Evaluation corrects and improves our practice, and augments our efficiency. Practice needs evaluation like a fish needs water or like crops need rain.]
[Practice needs planning, which means: having a clear idea of the objectives; knowing the conditions in which to act, as well the instruments and means to use; knowing who to count on; anticipating the terms (short, medium, or long.]
[If our objectives are correct, the evaluation teaches us that our means are not the best or that our terms are not realistic.]
[A non-colonial education stimulates collaboration and not competition, values mutual aid and not individualism, develops creativity and critical thinking and not passivity, proclaims the non-existence of neutrality and affirms the interests of the people.]
[The revolutionary task is not merely to inform, but more importantly, to form.]
[Nobody forms themselves without assuming the responsibility to do so.]
[Our people will not form themselves in passivity, but in action always united with thought. We avoid suggesting that comrades memorize mechanically. We challenge comrades to think and analyze reality.]
[Before cutting down the tree, they knew they were going to make a boat. Working, we transform the world. Transforming the world, we transform ourselves.]
[The tree belongs to the natural world. The boat belongs to the world of culture.]
[A society without exploiters and the exploited is one where there are no privileges based on whether you work with a pen or with your hands. Everyone is a worker in service of the good of others").
[A new society doesn't create itself overnight. It is important to first have its form in your head, the same way they had an idea of the boat before cutting down the tree.]
[Everyone has something to learn. Pedro knows how to cultivate cacao. Antonio knows how to print a journal. Each one doesn't have the knowledge of the other. Both the cultivation of cacao and printing of journals are important practices for national reconstruction.]
[The human body is conscious and working involves the whole body - using one's hands involves thinking. This makes it erroneous to separate manual and intellectual labour. Rural and factory workers are intellectuals also. Only in societies that look down on using the hands for practical activities are cacao cultivation and journal printing seen as inferior.]
[Before literacy, we are already 'reading' the world: we look at the sky and the colour of the clouds to anticipate whether it will rain and the amount of precipitation.]
[Culture is: the instruments used by the people to produce; the form of understanding and expressing; the drum; the movement of bodies in rhythm to the drums.]
[Nobody ignores everything. Nobody knows everything. This is why we always learn.]
[Our comrades learn to read and write while discussing subjects of interest to our people.]
[The search to know more continues in the struggles that continue. Victory is ours.]
[If you don't understand a word and don't find it in the vocabulary at the end of this notebook, ask a comrade or speak with the cultural animator (a comrade also).]
[It is not studied in a school: they studied while working. To study is to take a serious and curious attitude while confronting a problem.]
[Studying requires discipline. To study is not easy: it means to create and recreate, as opposed to repeating what someone else said.]
[There is considered to be no knowledge outside of school. But there is, and this 'knowledge from experience' must be the starting point for popular education.]
[The act of studying is an expression of being human, social, historical, doers, transformational.]
[Swimming, one learns to swim. Working, one learns to work. Practicing, one learns to practice better.]
The difference between starting to learn a language with "Hi, How are you? My name is…" and starting to practice literacy with "school, land, cultivate, product". Can the pedagogical process for learning also be improved by focusing on the student's social context and the self-empowerment of self-expression?
We might underestimate the value of repetition: what is the value of repeating at every exercise "Practice to learn, learn to practice better"?
[The people have a right to seek a better understanding of themselves, rather than merely responding to researchers' questions.]
[The process of alphabetization must contribute to the people's remaking of themselves, with their history in their hands.]
[To be present in history means to be conscious of the difficulties in one's process of liberation. To be merely represented in history happens when passively accepting how another recounts.]
[Alphabetization needs to be grounded in the political activation of its students. Mechanical training in linguistics will lead them to be represented in history as opposed to present within it.]