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Information related to learning in the 21st Century
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Is Technology Making Us Stupid? - Informilo

Is Technology Making Us Stupid? - Informilo | 21st Century Literacy and Learning | Scoop.it
Moral panics over new technology are as old as recorded history. Socrates railed against writing.

Via Leona Ungerer
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15 Questions To Help Students Respond To New Ideas

15 Questions To Help Students Respond To New Ideas | 21st Century Literacy and Learning | Scoop.it

"It just might be that in a society where information is abundant, thinking habits are more important than knowledge. Somewhere beneath wisdom and above the “things” a student knows.

Laws of economics say that scarcity increases value. It’s no longer information that’s scarce, but rather meaningful response to that information. Thought.

And thought has a source–a complex set of processes, background knowledge, and schema that we can, as educators think of as cognitive habits. And if they’re habits, well, that means they’re probably something we can practice at, doesn’t it?"


Via Beth Dichter, Tina Rettler-Pagel
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Beth Dichter's curator insight, September 8, 2014 10:09 PM

We want our students to demonstrate that they know how to think, to understand that they have the ability to ask questions and find answers, answers that may not be available through Google (esp. if we are asking them to research). In short, we want them to use metacognitive skills.

But how do we teach them these skils? The image above, from teachthought, provides 15 questions that may help students create the habits that students need to learn. Below are three of the questions. Click through to the post for the entire list, as well as some great discussion.

* Is this idea important to me? To others? Why or why not?

* Is there a “part” of this new idea I can take and “pivot”? Create something new and fresh?

* What real-world models–examples–relate to this that can help me understand this further?

Consider posting these questions in your classroom and using them when appropriate with students.

Bronwyn Burke's curator insight, September 18, 2014 5:50 PM

Thinking and questioning, the more the better. Engaging with new information and building curiosity.

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Creating Environments for Learning: Essential Readings

Creating Environments for Learning:  Essential Readings | 21st Century Literacy and Learning | Scoop.it
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Via Mary Perfitt-Nelson
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Mary Perfitt-Nelson's curator insight, May 16, 2013 4:32 PM

Seven essential articles to get you thinking about the Cultural Force:  Environment.  The environment can be improved, inexpensively, to create more opportunities for thinking and learning.  

 

This packet was given to participants at the Culture of Thinking (Cohort 2) learning event by Ron Richhart on May 18, 2013 (Bloomfield Hills, Michigan).  For more information:  http://blog.oakland.k12.mi.us/cot/

 

 

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How Google Impacts The Way Students Think

How Google Impacts The Way Students Think | 21st Century Literacy and Learning | Scoop.it
How Google Impacts The Way Students Think

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Robert Fisher Teaching Thinking homepage

This article explores what metacognition is, why it is important and how it develops in children. It argues that teachers need to help children develop metacognitive awareness, and identifies the factors which enhance metacognitive development. Metacognitive thinking is a key element in the transfer of learning. The child's development of metacognitive skills is defined as meta-learning. Meta-teaching strategies can help mediate the metacognitive skills of children, help to stimilate children's metacognitive thinking. The article draws upon reserch currently being undertaken in London schools on raising achievement in thinking and learning through developing the metacognition of children as learners in schools.

 


Via Sharrock, The Rice Process, Lynnette Van Dyke
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Sharrock's curator insight, January 28, 2014 8:33 AM

excerpt: "Brown claims that two versions of metacognition are often confused, namely 'the essential distinction between self regulation during learning' and 'knowledge of, or even mental experimentation with, one's own thoughts' (Brown et al 1983). Adey & Shayer (1994) agree with this distinction, which they categorise as going beyond, and going above, the present learning behaviour. Going beyond one's present repertoire of reasoning is linked to 2,3 and 4 in Brown's list above. This can be equated with what Newman et al (1989) call 'construction zone activity', a concept derived from Vygotsky's Zone of Proximal Development, which refers to mental activity, usually of a collaborative nature, which involves children going beyond their present levels of competence. 

 
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Psychological Foundations of Learning

Psychological Foundations of Learning | 21st Century Literacy and Learning | Scoop.it

Via Mary Perfitt-Nelson
Les Howard's insight:

Agree with Mary, very comprehensive analysis.

 

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Mary Perfitt-Nelson's curator insight, January 22, 2013 7:53 AM

A very intimate analysis of human learning as humans understand it to be.  Includes several maps highlighting various theories.  This one will take some time to digest, but for the school psychologist, it will be worth the time.