Since long ago that
one of my research objectives is “How should we teach in the school of the
future”.
I started to question
myself about:
To be a teacher in the XX century was it the same as
to be a teacher in the XXI century?
In the digital age,
it is a challenge that requires mastery of a set of new
technological and methodological skills that emerge from the huge technological and methodological developments.
Today all contents are available in text or video format, but most of the
learners do not know how to learn. It is necessary to teach our students
how to learn. Obviously,
without losing sight of the importance
of combining with the scientific area in which each one should be specialized.
The question is: Are you prepared to teach in the XXI century?
The question is: Are you prepared to teach in the XXI century?
In this blog I´m summarizing the most relevant aspects of my research on teaching and
learning, with a focus on “Learn how to learn”
How our brain changes during the learning process
https://youtu.be/0HyraJGRodY
1. A short introduction to the Learning how to learn.
Opening Keynote - How should we teach in digital age
At 220 years of commemoration of Herzen - State Pedagogical University of Russia (6m)
2. About the evolution
Part I The evolution of methods and techniques for the school of the future
Now we are in apposition to have an overview of what should be a teacher for the XXI century.
With subtitles in Russian language
How
to teach up till 100 years from now
Education conference in Lusiada University Febr 2016
https://youtu.be/xmB9w5VrzyY
Education conference in Lusiada University Febr 2016
https://youtu.be/xmB9w5VrzyY
2. It is
impossible to know what to do without getting the opinion of our clientes/ the students.
That
is way we have made an interview to a student of the future.
Students´ opinion about the school of the future.
Video 3m43
Multimedia a methodology of
presentation
From multimodal learning to
multimedia teaching
https://youtu.be/HVo5DfzZfBI
3. How do
we learn?
And how to
learn how to learn. Follow a basic road map and rules to be a good learner and a good student.
Learn how to learn – introduction
About our students in the learning process (2m22)
Learn how to learn – Part I – How does our brain learns
Learn How to learn - Part II - The learning Styles
4. Now we are in apposition to have an overview of what should be a teacher for the XXI century / digital age.
Teachers skill´s and rules to teach
in digital age (4m17)
Learn How to learn
Student´s rules
The
learning process is divided in 3 stages:
a) Receiving information
b) Reflecting about received
information and recording in long term memory
c)
Reorganizing, integrating and structuring information with other before
recorded information.
Rules to
be a good learner
8 rules
to be a good learner when receiving information
- Stop thinking about other
things while you are in class - relax
- Focus on the presenter, slides,
and materials
- Pay attention to any non-verbal
communication
- Ignore other students, mobile
phones and all other distraction factors
- Take your notes
- Write what you did not
understand
- Be mindful of selective
attention
- Think of and write 3 questions
about each item
8 rules
to be a good learner when reflecting about received information
- Be concentrated on the topic
that you will study and ignore everything around you
- Organize the contents by topics
- Make a table of contents
- Make a mental analysis
recalling and describing the contents received
- Do not underline topics
underlined before, focus on other contents
- Write a summary on each topic
- Take notes about your doubts and clarify it with your
teachers and colleagues
- Try to understand a content in
detail before doing exercises or going into debates
8 rules
to be a good learner when reorganizing, integrating and structuring information
with other before recorded information.
- Write questions on each topic and discuss with your study group
3. Present the contents to your mates or to yourself loudly (simulate being a teacher)
4. Avoid the big study marathons – start studying long before each exam
5. Do not believe you know everything only by knowing high-level concepts
6. Assess yourself and let yourself be assessed - formative assessment
7. Take 10 minutes brake for every 1h30 studying
8. Sleep well and let your brain recover
Sleep to remember
https://youtu.be/gedoSfZvBgE
5. How Illusions can induce you into errors
Selective attention test
6. Other Illusion (atention teste)
Question by
Ylia Babushidna at Herzen State Pedagogical University of Russia, St.
Petersburg Conference, November 2014
Video 2m37
8 rules to be a good student in the behaviorist
moment – Receiving information in short term memory and memorizing
By António
dos Reis
- Stop thinking about other things while you are in class - relax
- Focus on the presenter, slides, and materials
- Pay attention to any non-verbal communication
- Ignore other students, mobile phones and all other distraction
factors
- Take your notes
- Write what you did not understand
- Be mindful of selective attention
- Think of and write 3 questions about each item
16 Rules to
be a good student in the constructivist moment – Memorise and understand in the
long term memory
By António
dos Reis
- Be concentrated on the topic that you will study and ignore
everything around you
- Organize the contents by topics
- Make a table of contents
- Make a mental analysis recalling and describing the contents
received
- Do not underline topics underlined before, focus on other contents
- Write a summary on each topic
- Take notes about your doubts and
clarify it with your teachers and colleagues
- Try to understand a content in
detail before doing exercises
- Write questions on each topic and discuss with your study group
- Avoid transforming study group session into a live meeting
- Present the contents to your mates or to yourself loudly (simulate
being a teacher)
- Avoid the big study marathons – start studying long before each
exam
- Do not believe you know everything only by knowing high-level concepts
- Assess yourself and let yourself be assessed - formative assessment
- Take 10 minutes brake for every 1h30 studying
- Sleep well and let your brain recover
10 Rules of Good and Bad Studying
Excerpted from A Mind for Numbers: How to Excel in Math and Science (Even if You Flunked Algebra), by Barbara Oakley, Penguin, July, 2014
10 Rules of Good
Studying
Excerpted from A
Mind for Numbers: How to Excel in Math and Science (Even if You Flunked
Algebra), by Barbara Oakley, Penguin, July, 2014
1. Use recall. After you read
a page, look away and recall the main ideas. Highlight very little, and never
highlight anything you haven’t put in your mind first by recalling. Try
recalling main ideas when you are walking to class or in a different room from
where you originally learned it. An ability to recall—to generate the ideas
from inside yourself—is one of the key indicators of good learning.
2. Test yourself. On everything.
All the time. Flash cards are your friend.
3. Chunk your
problems. Chunking is
understanding and practicing with a problem solution so that it can all come to
mind in a flash. After you solve a problem, rehearse it. Make sure you can
solve it cold—every step. Pretend it’s a song and learn to play it over and
over again in your mind, so the information combines into one smooth chunk you
can pull up whenever you want.
4. Space your
repetition. Spread
out your learning in any subject a little every day, just like an athlete. Your
brain is like a muscle—it can handle only a limited amount of exercise on one subject
at a time.
5. Alternate
different problem-solving techniques during your practice. Never practice
too long at any one session using only one problem-solving technique—after a
while, you are just mimicking what you did on the previous problem. Mix it up
and work on different types of problems. This teaches you both how and when to
use a technique. (Books generally are not set up this way, so you’ll need to do
this on your own.) After every assignment and test, go over your errors, make
sure you understand why you made them, and then rework your solutions. To study
most effectively, handwrite (don’t type) a problem on one side of a flash card
and the solution on the other. (Handwriting builds stronger neural structures
in memory than typing.) You might also photograph the card if you want to load
it into a study app on your smartphone. Quiz yourself randomly on different
types of problems. Another way to do this is to randomly flip through your
book, pick out a problem, and see whether you can solve it cold.
6. Take breaks. It is common to
be unable to solve problems or figure out concepts in math or science the first
time you encounter them. This is why a little study every day is much better
than a lot of studying all at once. When you get frustrated with a math or
science problem, take a break so that another part of your mind can take over
and work in the background.
7. Use explanatory
questioning and simple analogies. Whenever you are struggling with a concept, think to yourself, How can I
explain this so that a ten-year-old could understand it? Using an analogy
really helps, like saying that the flow of electricity is like the flow of
water. Don’t just think your explanation—say it out loud or put it in writing.
The additional effort of speaking and writing allows you to more deeply encode
(that is, convert into neural memory structures) what you are learning.
8. Focus. Turn off all
interrupting beeps and alarms on your phone and computer, and then turn on a
timer for twenty-five minutes. Focus intently for those twenty-five minutes and
try to work as diligently as you can. After the timer goes off, give yourself a
small, fun reward. A few of these sessions in a day can really move your
studies forward. Try to set up times and places where studying—not glancing at
your computer or phone—is just something you naturally do.
9. Eat your frogs
first. Do the hardest
thing earliest in the day, when you are fresh.
10. Make a mental
contrast. Imagine where
you’ve come from and contrast that with the dream of where your studies will
take you. Post a picture or words in your workspace to remind you of your
dream. Look at that when you find your motivation lagging. This work will pay
off both for you and those you love!
10 Rules of Bad
Studying
Excerpted from A
Mind for Numbers: How to Excel in Math and Science (Even if You Flunked
Algebra), by Barbara Oakley, Penguin, July, 2014
Avoid these
techniques—they can waste your time even while they fool you into thinking
you’re learning!
1. Passive
rereading—sitting
passively and running your eyes back over a page. Unless you can prove that the
material is moving into your brain by recalling the main ideas without looking
at the page, rereading is a waste of time.
2. Letting
highlights overwhelm you. Highlighting your text can fool your mind into thinking you are putting
something in your brain, when all you’re really doing is moving your hand. A
little highlighting here and there is okay—sometimes it can be helpful in
flagging important points. But if you are using highlighting as a memory tool,
make sure that what you mark is also going into your brain.
3. Merely glancing
at a problem’s solution and thinking you know how to do it. This is one of
the worst errors students make while studying. You need to be able to solve a
problem step-by-step, without looking at the solution.
4. Waiting until
the last minute to study. Would you cram at the last minute if you were practicing for a track meet?
Your brain is like a muscle—it can handle only a limited amount of exercise on
one subject at a time.
5. Repeatedly solving
problems of the same type that you already know how to solve. If you just sit
around solving similar problems during your practice, you’re not actually
preparing for a test—it’s like preparing for a big basketball game by just
practicing your dribbling.
6. Letting study
sessions with friends turn into chat sessions. Checking your problem solving with friends, and
quizzing one another on what you know, can make learning more enjoyable, expose
flaws in your thinking, and deepen your learning. But if your joint study
sessions turn to fun before the work is done, you’re wasting your time and
should find another study group.
7. Neglecting to
read the textbook before you start working problems. Would you dive
into a pool before you knew how to swim? The textbook is your swimming
instructor—it guides you toward the answers. You will flounder and waste your
time if you don’t bother to read it. Before you begin to read, however, take a
quick glance over the chapter or section to get a sense of what it’s about.
8. Not checking
with your instructors or classmates to clear up points of confusion. Professors are
used to lost students coming in for guidance—it’s our job to help you. The
students we worry about are the ones who don’t come in. Don’t be one of those students.
9. Thinking you can
learn deeply when you are being constantly distracted. Every tiny pull
toward an instant message or conversation means you have less brain power to
devote to learning. Every tug of interrupted attention pulls out tiny neural
roots before they can grow.
10. Not getting
enough sleep. Your brain
pieces together problem-solving techniques when you sleep, and it also
practices and repeats whatever you put in mind before you go to sleep.
Prolonged fatigue allows toxins to build up in the brain that disrupt the
neural connections you need to think quickly and well. If you don’t get a good
sleep before a test, NOTHING ELSE YOU HAVE DONE WILL MATTER.
