Michele Brown's List: Research and Theory

• Help students shift from being passive receivers to active readers, evaluators,  thinkers, and innovators. Explore the potential of emerging cross-genre,  multi-platform, transmedia resources as tools for

  • test

• • Gardner proclaims that in spite of the research done in
    the past, we still have major gaps in what we know
    about learning.  There are other influential factors.
    Things change over time, humans are multidimensional,
    school systems are institutionalized.
• Only in home-

   

  schooling or individual tutoring can the

   

  student readily bene½t from our growing

   

  understanding of learning. And only

   

  when ways are found to bridge the gap

   

  between the knowledge being accumu-

   

  lated by scholars and the typical opera-

   

  tions of schools in the nation-state will

   

  the pipeline between research and prac-

   

  tice be opene
• Finally, I believe that there is also a

     

  conceptual gap that needs to be ad-

   

  dressed–both by our consultants and

   

  by our hypothetical museum of learning
• That gap concerns the fact that human

   

  beings are social, cultural, and historical

   

  creatures as much as we are neurologi-

   

  cal, psychological, and computational

   

  creatures. We evolved to do many things

   

  well–but we did not evolve to create

   

  calculus or write the U.S. Constitution

   

  or compose classical music or invent

   

  airplanes and the pill. Nor could anyone

   

  have anticipated, even ½fty years ago,

   

  the civil rights revolution, or the femi-

   

  nist revolution, or the fall of commu-

   

  nism, or the proliferation of nuclear

   

  weapons, or the rise of the World Wide

   

  Web in an increasingly globalized civi-

   

  lization.
• Little in our

   

  sciences of learning addresses issues of

   

  this scale; our cultural, historical, and

   

  literary studies do not make much con-

   

  tact with our scienti½c approaches; an

   

  interdisciplinary span across these broad

   

  disciplinary terrains still eludes us.

   

  In short, there will be a great deal of

   

  interest on display in our hypothetical

   

  museum of learning. But there will also

   

  be a large number of empty rooms–for

   

  there is still so much that we have to

   

  learn about learning

3 more annotations...

• So let's look at an example of improper negative motivation: forcing oneself to do well at school, because of viewing it as an instance of the virtue of productivity.

• I’ve been through many repetitions lately, what about you?. If you have, then this says repetitions should be all good, however, sometimes repetition is ineffective in promoting learning.
• I’m not denying that repetition is an important factor in learning, what I’m saying is that repetition under certain circumstances — that you should definitively avoid — it not only doesn’t help, but could even impair your recall.