Learning strategies from Michael Martinez
1) Look for evidence, but remember that the senses can deceive. (hyper generic–should at least have heuristics….also its the conclusions of science)
2) Question your beliefs
3) Encourage semiosis
4) Be a scheme builder
5) Build mental models
6) Visual learning = key
I’ve loosely changed some of Michael Martinez’s ideas here (on one and six).
Chemistry–mental images–picture what a chemical reaction looks like.
7. Consider the power of language to shape though (Sapir Wharf). Thinking, thought, & action. Enable & preclude other ideas. Channel & constrain.
8. Search for misconceptions (not going from 0 to lots of knowledge)–false & misleading. Go off course. (also re-teach or correct)
9. Develop tacit knowledge (skills, sensabilities, sensativies, norms, priorities of the domain–of a growing expertise in the domain)
10. Develop situated knowledge (knowledge in the abstract….knowledge tend to be tied to specifics…situate it when we teach)
11. Use cognitive concepts (recognize the importance of thinking & psychology)
12. Seems like he could explicitly add 12: do social learning & coop/team. And he never mentions constructivism & projects. The most important thing he leaves off is feedback–although he may cover this elsewhere. (quality as well as recursive)
I think its also smart of unpack what tactic knowledge is….how to identify it…..and other stuff about it.
FYI: its clear from his teaching that he’s an agnositic or atheist–and it flavors the way he teaches.
Education: not just psychology–philosophy & semiotics & anthro.
Knowledge is a product of culture. Its a legacy & benefit of prior generations. Channels the way we think.
Helps us perceive our future.
[i think this is end of theories of knowledge 5]
Metacognition–thinking about thinking (can you reflect on own thoughts? engaged in thinking about thinking.)
Monitoring & controlling thought.
Mind of student as teacher & student. (Tutor inside head. Controlling self.) Picture of metacognitive frog. The picture, though, its both revealing and concealing.
Do I understand? I can do something about it. Raise hand.