- Nov 2021
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finiteeyes.net finiteeyes.net
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One of the more surprising bits of information to me in The Extended Mind is the convincing research showing that large, high-resolution monitors make thinking a lot easier than smaller and lower-resolution monitors — to the extent that “high-resolution displays increase by more than tenfold the average speed at which basic visualization tasks are completed” (148).
I think the podcast episode gets more into mobile phones. Like so many things related to mobile learning, I think its shortcomings are magnified at the cost of appropriately considering its proper applications. Mobile learning can be crucial to learning while walking, making learning more granular, and capturing learning that happens in nature and different physical spaces. I'm not disagreeing with this point about larger monitors and when movable paper can be better, but emphasizing that this is one consideration of many other media/format considerations.
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In fact, if Paul is correct (and I think she is, and have thought so for years when teaching writing), we should build imitation into many more of our lesson plans.
Anyone use imitation-type exercises for learning, whether for yourself, for students, or another learning situation?
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Paul points out that monasteries are well designed for thinking and collaboration: “In the popular imagination, monks are solitary, hermit-like creatures — but historically they have lived within a communal setting that balanced time spent alone in study and contemplation with time spent with others in robust social interaction” (128).
I think this could be crucial for those long classes (e.g., 3.5 hours): give students a set amount of time to go somewhere that allows for individual thinking, and then come back to the classroom commons for social learning.
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opportunities for privacy are crucial for any creative or complex thinking, and workers who never have stable space of their own are less productive, less confident, and less happy than workers who do.
Makes me think of people with less access to private spaces for thinking, a room of one's own.
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Again and again, research shows people ignoring, overriding, or simply being unaware of their bodies, thus causing themselves unnecessary suffering.
It could be incredibly helpful to students to prompt them to think about their bodies and physical environments in any reflection work they do.
- Where did you often do this work?
- Where did you feel most focused?
- Which environments have been conducive or not conducive to learning?
- When have you learned with others? What makes learning with others conducive or not conducive to learning?
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Researchers who have studied stock traders and soldiers have found consistent results: people who “pay close attention to their bodily sensations at the early stage of a challenge, when signs of stress are just beginning to accumulate” are less likely to be taken by surprise, less likely to overreact, less likely to waste energy (36).
Seems like there's an important lesson to be learned here with learning and learning-related tasks. Could students doing a "walking review" before an exam help their body prepare for the stress of taking an exam? Same for a presentation?
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Too often, we create binaries that demand we be either social or private when, in fact, the best thinking requires the opportunity to be both.
Social annotation like this is a good example: I'm reading and note-taking like I would individually, but this also can be social.
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- Nov 2019
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drive.google.com drive.google.com
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If race is always about people of color,
It wasn't until very recently that I, as a white person, felt like I could really lead work on racism because I am white. I think white people are socialized to believe that we can't speak on racism because we don't have direct experience with it. Of course, that assumes that unless you are a neo-Nazi, you do not participate in racism. I think a simple early lesson to teach our white students is that racism is about us, and it is not only okay for us to engage in these conversations, but we are morally compelled to do so.
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www.cultofpedagogy.com www.cultofpedagogy.com
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To learn more about what other teachers have found to be most effective note-taking methods, I put the call out on Twitter, asking teachers to share what works for them. You can browse that conversation here.
This is a really cool thread to read, as you get a lot of different examples and approaches. FYI, when you click on links from this Hypothesis link, sometimes they get messed up because the Hypothesis URL is still in front of it. If you get an error, try removing the hypothesis part. I did that with this Twitter thread: https://twitter.com/cultofpedagogy/status/1037298258694078465
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One frequently used note-taking system is Cornell Notes.
I've seen this format in different iterations. Useful for encouraging students to not just write what they see, but what it means and makes them think of.
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The quantity of notes is directly related to how much information students retain (Nye, Crooks, Powley, & Tripp, 1984).
I'm a little skeptical of only looking at quantity, but maybe that's a useful place to start. I'm on board with the idea that more notes probably equals more active engagement, but I see a difference between rushing to write every word the instructor says versus students writing their reactions, questions that arise, even visual concept maps. I wonder if the study gets into more about the type of notes within this quantity.
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But other learning experiences also lend themselves to note-taking: Watching videos in a flipped or blended environment, reading assigned textbook chapters or handouts, doing research for a project, and going on field trips can all be opportunities for taking notes.
Yes! I take notes with whatever type of learning I'm doing, but I don't think this is obvious to students and is worth explaining to students.
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Hi, everyone! I started this annotated reading for us to practice using Hypothesis as a collaborative online reading activity. This looked like a helpful topic related to teaching and learning, so why not share the reading experience with all of you? Highlight and note what is of interest to you. Consider posts that best work for group engagement, such as questions, insights, applications and more. Accordingly, replies to others' comments are encouraged!
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