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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
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Sense from Sweller: don't teach 'em to think

Sense from Sweller: don't teach 'em to think | TELT | Scoop.it

Mini-post. John Sweller talks sense in his submission to the Australian Curriculum review.

Shona Whyte's insight:

The argument in a nutshell from cognitive load theorist John Sweller:

 

1. Generic skills are far more basic and far more important than domain-specific knowledge, but they do not need to be taught because we have evolved over countless generations to acquire them effortlessly and unconsciously simply by membership of a society. Examples are relating a current problem to a previous problem with known solutions, or engaging in planning.

2. Biologically secondary knowledge is knowledge we have not specifically evolved to acquire but that we need for cultural reasons. We will not acquire such knowledge automatically and indeed, we invented schools and other educational institutions precisely in order to teach biologically secondary knowledge because otherwise it tends not to be learned.

3. Biologically secondary knowledge is domain-specific.

We obtain domain-specific knowledge from other people by imitating what they do, listening to what they say or reading what they write.

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Using the Brain to Discover the Mind: John Anderson

Using the Brain to Discover the Mind: John Anderson | TELT | Scoop.it
Shona Whyte's insight:

2012 Psychonomic Society keynote, slides and video, starts 9:33.

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optionsciencepo's curator insight, November 8, 2013 9:46 AM

Pierre Raphaël santtéé