Cherice Montgomery's Library tagged learning → View Popular

experts have acquired extensive knowledge that affects what they notice
and how they organize, represent, and interpret information in their
environment
Experts usually mentioned the major principle(s) or law(s)
that were applicable to the problem, together with a rationale for why
those laws applied to the problem and how one could apply them (Chi et
al., 1981).
20 more annotations...
- The diagram is often elaborated as the expert seeks to
  find a workable solution path
- Experts'
  problem piles are arranged on the basis of the principles that can be
  applied to solve the problems; novices' piles are arranged on the basis
  of the problems' surface attributes.
- sets of related
- Experts appear to possess an efficient organization
  of knowledge with meaningful relations among related elements clustered
  into related units that are governed by underlying concepts and
  principles
- sequential
  search
- Within
  this picture of expertise, "knowing more" means having more conceptual
  chunks in memory, more relations or features defining each chunk, more
  interrelations among the chunks, and efficient methods for retrieving
  related chunks and procedures for applying these informational units in
  problem-solving contexts (Chi et al., 1981).
- Experts do not have to search through everything they know in
  order to find what is relevant; such an approach would overwhelm their
  working memory (Miller, 1956).
- Knowledge that is not
  conditionalized is often "inert" because it is not activated, even
  though it is relevant (Whitehead, 1929).
- People's abilities to
  retrieve relevant knowledge can vary from being "effortful" to
  "relatively effortless" (fluent) to "automatic" (Schneider and
  Shiffrin, 1977). Automatic and fluent retrieval are important
  characteristics of expertise.
- An important aspect of
  learning is to become fluent at recognizing problem types in particular
  domains
- so that appropriate solutions can be easily
  retrieved from memory.
- The use of instructional procedures that speed
  pattern recognition are promising in this regard (e.g., Simon, 1980).
- "adaptive expertise"
- "metacognition"--the ability to monitor one's current level of
  understanding and decide when it is not adequate.
- Beliefs about what it
  means to be an expert can affect the degree to which people explicitly
  search for what they don't know and take steps to improve the situation.
- The concept of adaptive
  expertise (Hatano and Ignaki, 1986) provides an important model of successful
  learning. Adaptive experts are able to approach new situations flexibly
  and to learn throughout their lifetimes. They not only use what they
  have learned, they are metacognitive and continually question their
  current levels of expertise and attempt to move beyond them. They don't
  simply attempt to do the same things more efficiently; they attempt to
  do things better. A major challenge for theories of learning is to
  understand how particular kinds of learning experiences develop adaptive
  expertise or "virtuosos."
- An emphasis on the patterns perceived by
  experts suggests that pattern recognition is an important strategy for
  helping students develop confidence and competence. These patterns
  provide triggering conditions for accessing knowledge that is relevant
  to a task.
- First, the six principles of
  expertise need to be considered simultaneously, as parts of an overall
  system. We divided our discussion into six points in order to
  facilitate explanation, but each point interacts with the others;
- Metacognition can help students develop personally relevant pedagogical
  content knowledge, analogous to the pedagogical content knowledge
  available to effective teachers (principle 5). In short, students need
  to develop the ability to teach themselves.
- what they will learn depends on how much they know already.

16 Jul 08

Learning with less time and lots of students: layering instruction in a middle level technology education program.(It Works) Industry & Business Article - Research, News, Information, Contacts, Divisions, Subsidiaries, Business Associations

goliath.ecnext.com/...arning-with-less-time-and.html - Preview

layering CTE learning edtech

Layering should not be confused with integration, which is the popular strategy of infusing one or more academic competencies into a technology education lesson. Integration is a strategy that is commonly seen in thematic units of instruction.

08 Apr 08

socialsoftware-research » TandLCase_Studies

socialsoftware-research.wikispaces.com/TandLCase_Studies - Preview

CTE CaseStudies Pedagogy for:ckendall for:gravesle learning research wikis

29 Mar 08

Disruptive Mobile Learning » SlideShare

VERY interesting slide show re: disruptive mobile learning. Strong conceptual content (3 Cs of lg), lg about v. in the world, etc. Cool exs. - esp. art.

www.slideshare.net/...tive-mobile-learning-bett-2008 - Preview

art concepts disruption environment learning mobile science

26 Mar 08

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Cherice Montgomery's Library tagged learning → View Popular

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Learning with less time and lots of students: layering instruction in a middle level technology education program.(It Works) Industry & Business Article - Research, News, Information, Contacts, Divisions, Subsidiaries, Business Associations

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