Threshold Concepts

Pritchard, J. (2012, October 11). Threshold concepts. Retrieved from http://blogs.lse.ac.uk/lseteachingblog/2012/10/11/threshold-concepts/

            The page provides a definition of threshold concepts as a novel opportunity of providing insight and understanding to information. The author list five characteristics of a threshold concept: “transformative, irreversible, integrative, bounded (has boundaries which connect to other concepts), and troublesome.” Links are available to more explanation of its development and understanding.
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Depth of Knowledge

Vimeo. (2011, March 14). Depth of knowledge with karin hess (full version) . Retrieved from http://vimeo.com/21111138


            The most clear explanation of the DOK concept in alignment with Bloom’s taxonomy.

Depth of Knowledge = Complexity of Thinking: what kind of mental processing needs to occur with the activity? = ways you interact with content (Norman Webb)

Bloom’s Taxonomy = Type of Thinking (Benjamin Bloom)

Try this before taking your next course

Landsberger, J. (n.d.). Study guides and strategies: Learning to learn (metacognition). Retrieved from http://www.studygs.net/metacognition.htm

            Learning to learn series begins with the participant taking a directed reflection on personal learning style. The results are meant to help the participant gain an understanding of the best way to learn and so plan the learning activities to help with future studying strategies.

The 4 School Curricula

Ebert, E. S. II, Ebert, C., and Bentley, M. L.  (2013, July 19). Curriculum definition. Retrieved from http://www.education.com/reference/article/curriculum-definition/?page=2

             The article provides a history of curricula from the medieval to modern times, the purpose of a curriculum, and a description of the four curricula present in a school. The four curricula are explicit curriculum – the knowledge and skills to be taught and learned; implicit curriculum – lessons based on school culture as influenced by demographics and unspoken expectations and perspectives of adults and students; null curriculum – lessons not included such as evolution, gender identity, alternate lifestyles, and family dynamics; and extra-curriculum – lessons learned from participation or non-participation in committees and organizations beyond the classroom.

Passion

             The author writes that teachers bring “passion” to the topic they present and to the format of the presentation – with the student’s perspective in mind. “Find out what each child is innately passionately about. Be an instructor that exudes passion for the topic, and infect your students with that excitement. .. With patience.” She cautions that doing so means becoming vulnerable to learning alongside the student so that students also risk being as vulnerable to learning for themselves.

Constructionism

Papert, S. (1980s). Constructionism v. instructionism. [Transcript of speech delivered by video]. Retrieved from http://www.papert.org/articles/const_inst/const_inst1.html

 

            In this transcript of a speech given through a video presentation to educators at a conference in Japan, Papert defines constructionism and instructionism as “two approaches to educational innovation,” describes how students apply mathematics with computer technology to learn mathematical concepts, and encourages audience to “become engaged in inventing the future of learning.”

“Instructionism is the theory that says, “To get better education, we must improve instruction. And if we’re going to use computers, we’ll make the computers do the instruction.” (Part 1, para. 3)

 
“Well, teaching is important, but learning is much more important. And Constructionism means “Giving children good things to do so that they can learn by doing much better than they could before.” Now, I think that the new technologies are very, very rich in providing new things for children to do so that they can learn mathematics as part of something real.” (Part 1, para. 4)