Comments on: Works in Progress http://borderland.northernattitude.org/2007/03/10/works-in-progress/ (bôr'dər-lănd') n. Located on or near a frontier. An indeterminate area or condition. Fri, 05 Dec 2008 11:25:17 +0000 http://wordpress.org/?v=2.6.5 By: Miss Profe http://borderland.northernattitude.org/2007/03/10/works-in-progress/#comment-28037 Miss Profe Mon, 12 Mar 2007 04:56:35 +0000 http://borderland.northernattitude.org/2007/03/10/works-in-progress/#comment-28037 The role of metacognition and learning a second language has been written about, but not many teachers have taken to it. Personally, to understand how one thinks, and how that thinking applies to learning is most valuable. At my previous school, a group of students participated in a seminar-style course based on Dr. Mel Levine's research. The experience totally transformed the way those students approached their learning. The role of metacognition and learning a second language has been written about, but not many teachers have taken to it. Personally, to understand how one thinks, and how that thinking applies to learning is most valuable. At my previous school, a group of students participated in a seminar-style course based on Dr. Mel Levine’s research. The experience totally transformed the way those students approached their learning.

]]> By: Rebecca http://borderland.northernattitude.org/2007/03/10/works-in-progress/#comment-28001 Rebecca Sun, 11 Mar 2007 19:13:16 +0000 http://borderland.northernattitude.org/2007/03/10/works-in-progress/#comment-28001 This may be the reason I enjoy teaching middle school... Interesting that you may actually be able to motivate students to learn more by helping them understand the plasticity of their own brains. This may be the reason I enjoy teaching middle school…

Interesting that you may actually be able to motivate students to learn more by helping them understand the plasticity of their own brains.

]]> By: Marco Polo http://borderland.northernattitude.org/2007/03/10/works-in-progress/#comment-27963 Marco Polo Sun, 11 Mar 2007 06:37:45 +0000 http://borderland.northernattitude.org/2007/03/10/works-in-progress/#comment-27963 <i>the value of teaching kids about their own brains</i> I got inspired to do the same after reading Thinking About Teaching and Learning by Robert Leamson , and again after reading The Einstein Factor by Win Wenger. I have no data that shows changes in performance either way, tho. the value of teaching kids about their own brains I got inspired to do the same after reading Thinking About Teaching and Learning by Robert Leamson , and again after reading The Einstein Factor by Win Wenger. I have no data that shows changes in performance either way, tho.

]]> By: A. Mercer http://borderland.northernattitude.org/2007/03/10/works-in-progress/#comment-27962 A. Mercer Sun, 11 Mar 2007 06:14:22 +0000 http://borderland.northernattitude.org/2007/03/10/works-in-progress/#comment-27962 Sorry that would be fixed intelligence, not fixed brain Sorry that would be fixed intelligence, not fixed brain

]]> By: A. Mercer http://borderland.northernattitude.org/2007/03/10/works-in-progress/#comment-27961 A. Mercer Sun, 11 Mar 2007 06:13:35 +0000 http://borderland.northernattitude.org/2007/03/10/works-in-progress/#comment-27961 That fixed brain piece was very interesting. On a semi-related tangent...we had an NCLB consultant, that on the whole was not worth the price, BUT she said something interesting that I stored away that, "low achieving students think that students who do well and have good grades are just 'lucky' and don't see the need to work/learn/improve or what connection it has to learning/grades." About 3 months after that, I heard one of my "low" students make a statement to the effect that a student who got a correct answer was "lucky", and it clicked. The lottery school of learning is how I think of it now. That fixed brain piece was very interesting.
On a semi-related tangent…we had an NCLB consultant, that on the whole was not worth the price, BUT she said something interesting that I stored away that, “low achieving students think that students who do well and have good grades are just ‘lucky’ and don’t see the need to work/learn/improve or what connection it has to learning/grades.” About 3 months after that, I heard one of my “low” students make a statement to the effect that a student who got a correct answer was “lucky”, and it clicked. The lottery school of learning is how I think of it now.

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