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Chapter One
Main Idea:
- People are naturally curious, but we are not
naturally good thinkers; unless the cognitive
condit...
Chapter One
• People enjoy mental work if it is successful. People like to solve
problems, but not to work on unsolvable p...
• Working memory is where thinking occurs; similar to a “stage”.
Working memory pulls information from the environment and...
Classroom Implications:
• Be sure there are problems to solve.
- don’t just lecture
• Respect students’ cognitive limits
-...
• Accept and act on variation in students’ preparation
- differentiate assignments based on where they are
- are they prep...
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Why Don't Students Like School - Ch 1

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Why Don't Students Like School - Ch 1

  1. 1. Chapter One Main Idea: - People are naturally curious, but we are not naturally good thinkers; unless the cognitive conditions are right, we will avoid thinking -
  2. 2. Chapter One • People enjoy mental work if it is successful. People like to solve problems, but not to work on unsolvable problems. • When humans can get away with it, we don’t think. Instead we rely on memory. • Thinking occurs when you combine information (environment and long-term) in new ways. • Often, the information in the environment is not enough to solve a problem; we have to rely on information stored in long-term memory. Information from the environment is what is being presented to someone at that moment- could be information received while in class.
  3. 3. • Working memory is where thinking occurs; similar to a “stage”. Working memory pulls information from the environment and from long-term memory to make a connection so that a person can “think”. • Thinking relies on: 1. information from the environment 2. facts in long-term memory 3. amount of space in working memory • Students need to have some kind of satisfaction when thinking – feeling of success.
  4. 4. Classroom Implications: • Be sure there are problems to solve. - don’t just lecture • Respect students’ cognitive limits - differing background knowledge - don’t use too much info at once- crowd working memory • Clarify the problem to be solved - make material relevant - start with information you want them to know - consider key questions and frame correctly • Reconsider when to puzzle students - intrigue students at the beginning AND end of class
  5. 5. • Accept and act on variation in students’ preparation - differentiate assignments based on where they are - are they prepared for class? • Change of pace - plan shifts for change to grab students’ attention • Keep a diary - keep track of what works!
  6. 6. • Accept and act on variation in students’ preparation - differentiate assignments based on where they are - are they prepared for class? • Change of pace - plan shifts for change to grab students’ attention • Keep a diary - keep track of what works!

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