Comments for Learning Landscape

Comment on Knowing Thyself: The Importance of Metacognition by John E.

John E. — Tue, 07 Jul 2009 13:57:49 +0000

One thing I wish we all would talk more about is how time (i.e., lag time, reflection time, etc.) might be an influential variable when considering the relative effectiveness of metacognitive strategies. For example, when a learner writes a draft of an essay and a teacher suggests/requires that the learner then, say, the next day, write a reflective letter about that original cognitive act, how, if at all, might that approximately 24-hour delay help the writer “see anew” the strengths and weaknesses and points of ambivalence in the writer’s original, first-draft thinking? I have thought about this for some time in relation to Chickering and Gamson’s Seven Principles…, specifically the principle of “timely feedback.” What is timely to the individual learner? When (all) should teachers encourage and/or require metacognitive activities? When are students “ready” for feedback from others and ready to self-critique. My approach for a number of years is to build in as many metacognitive “touch points” in an assignment cycle as I can, but I confess that much of my approach is regulated by a general acceptance of the rich potential of metacognition much more so than by any particularly convincing evidence of when to do what, when to allow students to stew or mull on ideas independently, when to push them to produce metacognitive artifacts such as reflection letters and journals.

John E.

Comment on Critical Thinking: Is Your Umbrella Open? by Rochelle Treister

Rochelle Treister — Thu, 02 Jul 2009 07:46:03 +0000

“Impulsive” is a negative judgement of Ben Thompson. “Decisive” might be an equally valid positive one.

Might it not be more supportive and productive to understand how that behavior — the ability to make quick decisions — can be beneficial under certain circumstances?

The fact that many people decide quickly may indicate that in the grand scheme of things there may be some evolutionary value to it. Labelling the behavior “impulsive” is no more helpful than calling a critical thinker “indecisive”. Whether the judgement is correct depends on the circumstances.

I would think that it would be more helpful to teach what kinds of decisions require mountains of data, and what kinds can be made quickly.

Comment on Handwriting in Today’s Schools by Learning Landscape

Learning Landscape — Thu, 28 May 2009 15:09:53 +0000

As with any learning problem, the first step to helping kids with spelling difficulties is to figure out the cause. Two main culprits are trouble handling word sounds (leading to errors like misspelling “gear” as “gar”) and weak memory for letter patterns (leading to errors like misspelling “gear” as “geer”). The strategies will differ for each root cause.

Multi-sensory techniques are especially helpful for memory problems since they can help imprint letter patterns and sound-symbol links. Such techniques can involve a pencil, piece of chalk, or other writing implement. But when graphomotor function is a significant problem other techniques are possible. Printing letters, and letter combinations, on cards (or tiles, blocks, etc.) can set the stage for word-building activities and games. More strategies for spelling and writing are available at: http://www.allkindsofminds.org/learningBaseSubSkill.aspx?lbssid=24

Comment on Handwriting in Today’s Schools by Melissa Miller

Melissa Miller — Tue, 26 May 2009 17:36:33 +0000

As a future educator, I would like to know how to best teach spelling to a child with graphomotor dysfunction. For tools like ’spell check’ to be effective, one’s spelling has to be reasonably close to what is correct. Add homonyms, and ’spell check’ has met its match. I would think writing by hand would better reinforce the necessary sequential memory, but if the mental energy required for letter formation is too great, then one could be wasting the child’s efforts. I would be tempted to use cards with letters already printed on them. Your thoughts are greatly appreciated.
Sincerely,
Melissa Miller

Comment on Critical Thinking: Is Your Umbrella Open? by Dr. Judy Lombardi

Dr. Judy Lombardi — Thu, 30 Apr 2009 16:26:36 +0000

Thank you for your comments. Yes, I hear you loud and clear about NCLB and other demands on teachers and schools. The http://www.criticalthinking.org Web site provides a wealth of helpful resources that you may find interesting.

Comment on Critical Thinking: Is Your Umbrella Open? by Dr. Judy Lombardi

Dr. Judy Lombardi — Thu, 30 Apr 2009 16:25:27 +0000

Thank you for your nice comments, Nate, and glad it was useful information for you.

Comment on Critical Thinking: Is Your Umbrella Open? by Dr. Judy Lombardi

Dr. Judy Lombardi — Thu, 30 Apr 2009 16:24:55 +0000

Thank you for your comments. I believe the AKOM Web site will continue to post/update its work in this area, but you can certainly contact them directly for more information. Also, the http://www.criticalthinking.org Web site provides a wealth of information and helpful resources.

Comment on Critical Thinking: Is Your Umbrella Open? by emergency cell phone chargers

emergency cell phone chargers — Wed, 29 Apr 2009 01:10:55 +0000

Interesting and useful info – thanks for informing all of us. Nate

Comment on Critical Thinking: Is Your Umbrella Open? by L Gilchrist

L Gilchrist — Tue, 28 Apr 2009 21:02:11 +0000

I am interested to know how many teachers work in a school that “values” critical thinking. How many parents feel that their child is being taught to think critically?? —My expereince says that many districts pay lip service to the value of critical thinking while cowtowing to the dictatoral demands of the data required by the NCLB. –anyone else feel caught in this dichotomous trap?

Comment on Critical Thinking: Is Your Umbrella Open? by A. Ianzito

A. Ianzito — Sat, 18 Apr 2009 22:15:42 +0000

I can definitely see how this plays out in our classroom; those children who are ctritical thinkers and those that are impulsive; seemingly have “blinders” on; and have the “my way” mind-set.

At our school we feel strongly about “cultivating” and nuturing critical thinkers from preschool through 8th grade — the whole child in as many different settings all day long.

I’m interested inlearning more about the AKOM view on “cultivating” this important life skill in “all kinds of minds.”