Tag Archives: professional development

Concept Formation

Process of developing abstract rules of mental concepts based on sensory experience. Concept formation figures prominently in cognitive development and was a subject of great importance to Jean Piaget, who argued that learning entails an understanding of a phenomenon’s characteristics and how they are logically linked. Noam Chomsky has argued that certain cognitive structures (such as basic grammatical rules) are innate in human beings. Both men held that, as a concept emerges, it becomes subject to testing: a child’s concept of ‘bird,’ for example, will be tested against specific instances of birds. The human capacity for play contributes importantly to this process by allowing for consideration of a wide range of possibilities.”

Excerpted from: Stevens, Mark A., Ed. Merriam Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.

Realia: A Cool Word I Hadn’t Heretofore Known

“re·a·lia \rē-ˈa-lē-ə, -ˈā-\ n pl [LL, neut. pl. of realis real] (1937)  : objects or activities used to relate classroom teaching to the real life esp. of peoples studied.”

Merriam-Webster. Merriam-Webster’s Collegiate Dictionary, 11th Edition (Kindle Locations 297566-297568). Merriam-Webster, Inc.. Kindle Edition.

On Parent/Teacher Conferences

“Teachers who act as if they have something to learn as well as something to contribute, establish better learning relationships with students and parents.”

Andy Hargreaves and Michael Fullan What’s Worth Fighting for Out There? (1998)

Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.

Vijaya Lakshmi Pandit on Learning and Personal Nobility

“Education is not merely a means for earning a living or an instrument for the acquisition of wealth. It is an initiation into life of spirit, a training of the human soul in the pursuit of truth and the practice of virtue.”

Vijaya Lakshmi Pandit (1900-1990)

Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.

George Hillocks on What to Grade and Why

“It is counterproductive, if not unethical, to teach toward one specific target of learning and grade learners on another.”

Excerpted from: Hillocks, GeorgeTeaching Argument Writing, Grades 6-12: Supporting Claims with Relevant Evidence and Clear Reasoning. Portsmouth, NH: Heinemann, 2011.

One Thought About Teaching Students to Make Connections

“Drawing connections to students’ personal lives, embedding the introduction of new concepts and skills within meaningful tasks, and emphasizing the instrumental value of mastering a skill or or doing well in a subject area enhances value. For example, teachers can bring in speakers and experts from the local community to more authentically draw connections with life outside of school. A second way to enhance value is by incorporating topics that students find interesting (e.g. space travel, dinosaurs). Finally, value may be enhanced by having students work on questions and use practices similar to those used by members of the discipline (e.g. scientists and mathematicians).”

Phyllis C. Blumenfeld, Toni M. Kempler, and Joseph S. Krajcik, “Motivation and Cognitive Engagement in Learning Environments,” in The Cambridge Handbook of the Learning Sciences, ed. Robert Keith Sawyer (New York: Cambridge University Press, 2006), 477.

Strategies for Creating Cognitive Apprenticeships

During the month of July, I generally try to work on planning and professional development, so I’ve had my nose in both for the past three weeks. The summer’s reading is The Cambridge Handbook of the Learning Sciences, which, 205 pages in, I have not found as useful to my own practice as I did The Cambridge Handbook of Literacy. Still, there are plenty of important ideas articulated in the book (Cambridge University Press has thoughtfully posted as a giveaway this PDF of the introduction to the book, by its editor, R. Keith Sawyer; if you search The Cambridge Handbook of Literacy, you’ll find a couple of different PDFs from its pages for free download as well.)

One of the first articles in this volume is by Allan M. Collins, who, as you can see from his Wikipedia page, is an important figure in the learning sciences. I like his ideas about cognitive apprenticeship. Here is an outline describing cognitive apprenticeship strategies that I took from his article and typed into a Word document.

I hope you find it useful.

A Reading and Comprehension Worksheet on Understanding Memory

To add a third to the two Intellectual Devotional Readings on oppositional defiant disorder and learning I posted below, here is an Intellectual Devotional reading on memory and a reading comprehension worksheet to complement it.

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

John Cotton Dana on the Gravamen of Teachers’ Professional Development

“Who dares to teach, must never cease to learn.”

John Cotton Dana (1856-1929)

Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.

bell hooks on Teaching as an Exercise of Students’ Wills

“I entered the classroom with the conviction that is was crucial for me and every other student to be an active participant, not a passive consumer…education that connects the will to know with the will to become.”

bell hooksTeaching to Transgress (1994)

Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.