[Praise the effort, not the learner.]
[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.]