Erin Chatterton

Dont know what i dont know

reflection (know something backward/forward)

mass practice

know the foundation. practice lift a bar

testing. practice small pieces of information

review before

long term learning. go back. do comprehensive exam

re-reading not effective. testing self

experiment

can we teach intrinsic motivation?

Boys learn differently at different stages

grades accurately assess? is there a better way

body extend your mind

map things to para personal space. no phone, ghost limb

we are living below our ability to learn! wow. I'm so stuck in my mind... but I can learn with my body.. with my spirit.

learning experience..... teach with my doctrine. wow I need to read the scriptures and learn how to teach doctrinally

overgeneralization: choose a characteristic of prototype...but too many other things have it as well (too broad)

generative topic (sticks better because relates to others connects to their lives) (package it so It can positively transfer to other things)

dead end topics: too specific, too general

Subtopic

Boys getting held back are bigger and get into sports, professional sports!

boys are a little behind in communication development!

growth is inconsistent

it's hard to advance children in an environment of sameness when everyone changes and these standard levels change

grades don''t tell actual mental development... we need to know the signs and be aware

will to power: pee on things, control physical things a male

once girls decide what they want to be defined by... they obsess over it.... I want to have a good body

Stereotype vs generalization (90% of time acts this way based on information given

stereotype (new piece of info that contradicts what already have and not consider a new piece of info)

state of FLOW

UNDERGENERALIZATION- too narrow and missing the full category

lids are pens

non instance/negative instance is the same

personal theory vs illusion of knowing/negative transfer

illusion of knowing (got it right on the test, but couldn't really identify)

distortions (things are making a big impact, too big of an impact or too little) generalization over and under

desirable interferance, accent, different font, film

intrinsic motivation: self efficacy, control/autonomy

Psychomotor- motor skils, strength, balance, flexibility (kolberg?)

cognitive- what is fork, knowledge based (Piaget)

psycho social development- good eye contact? facing? distance of talking? Mom near or not (Ericsson)

why aren’t we learning about how to control calculators instead of how to do calculations?

perhaps nothing matters when it comes to teaching. we are spending somuch time learning

Informational laguage

control language

oh my goodness, the mind is the master over my body.

mass learning (easy). no use spaced practice (hard)

set manageable goals (avoid debilitating anxiety)

inter-leave practice. small here and there

study for differences

illusion of knowing (not actually understand)

reading in accent! Or even use this during mass practice

reflect on teaching, bring current day, to grow

higher lvl thinking (creativity instead of facts)

frequent tests to interrupt forget

lifelong not pass class

assess knowledge is testing, not to debilitate

emotional learning not mastery, EFY remember emotion

subconscious and body mapping. (airplane enemy, millisecond to shoot down, quarterback: feeling someone was open)

be careful to over understand (make it automatic and not think about it) makes it harder to teach the basics

positive transfeer: relating higher lvls of math to a special needs and flowers (avoid negative transfer, makes harder to remember). baseball vs tennis. a baseball player hits the tennis ball, chemistry Kaleb getting questions of a chemical nature in biology, gets em wrong

practice makes PERMAMENT (not perfect)

prototype: needs obvious characteristics, needs to be common---> female. dairy cow

multi-tasking doesn't really work. just switching back and forth

adhd? bygger visual field.... academic public school might hurt the overall ability of person in the long range.. not every skill is academic

oh man, public schools highlight academic skills, but in reality, adhd have a bigger visual field and taking in more

writing/ink pen

positive instance/negative instance

Distortion of memory- more proto type, more examples to correct their own distorted knowledge because of their own experience

this can be from emphasizing too much on a fact (blood is blue)

make sure what you do and what you say is the same to avoid misconceptions

triggers will mylenate misconceptions

maybe it's simplifying

depending on age of child (we want to make sure that they won't be fooled by their growing up.

personal theory- misconceptions can happen to explain

Piaget...... oh man

pre-assessment (find out how they perceive their world)

Atribution Theory: external or internal. do we see it as stable or unstable. it was unstable never happen again. or this is cause im clumsy it always happens. is it controllable or uncontrollable.

Getting celeste all together

I know a lot about plants

Subtopic

schema- our own mental model of memories on a topic.

scheme - working part of a schema. getting stuck in one part of a scheme

i

simplified memory system: working memoey vs sensiry register, va long term.

failure to store havent registered it, faikure to retrieve,

Meditation, situational, not trait mindfulness

involves not speaking, you can stand, you can walk, you can think, but you aren't controlling the thoughts

it can be meditation even if not humming or legs crossed

mindfulness meditation always includes awareness

help understand meditation (very invisible...) her cognitive development may not be there yet (self and others thoughts

already learned

misconception