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Transcript

Range Chapters 3 and 4

November 2023

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Our Mission

It is the mission of the Mount Logan Middle School Guiding Coalition to Identify Needs and Facilitate Change.

Choose Your Own Adventure

Chapter 3

When Less of the Same is More

Chapter 4

Learning, Fast and Slow

Chapter 3: When Less of the Same is More

Chapter 3: When Less of the Same is More

Chapter 3: When Less of the Same is More

Chapter 3: When Less of the Same is More

Breadth of training predicts breadth of transfer. That is, the more contexts in which something is learned, the more the learner creates abstract models, and the less they rely on any particular example. Learners become better at applying their knowledge to a situation they've never seen before, which is the essence of creativity. ~ David Epstein pg 77

Breadth of training predicts breadth of transfer. That is, the more contexts in which something is learned, the more the learner creates abstract models, and the less they rely on any particular example. Learners become better at applying their knowledge to a situation they've never seen before, which is the essence of creativity. ~ David Epstein pg 77How can you help students apply their knoweldge to new situations in our classrooms and within our course of study?

Chapter 3: When Less of the Same is More

Write a depth of knoweldge question you can use to help students apply knowledge in your class.

Chapter 3: When Less of the Same is More

Chapter 4: Learning, Fast and Slow

The teaching example at the beginning of chapter 4 was trying to use conceptual reasoning with her students, so that they could generalize the concept to solve other problems, she was using a DOK 4 strategy. Yet the students started to guess, and that turned the conversation into a multiple choice or DOK 1. As teachers we can do this thinking that we are actually having a productive conversation to solidify a concept, when in actuality we are the conceptual thinking that can be applied broadly and changing it into procedure, that is easily predictable but cannot be applied beyond one instance. This causes confusion for us regarding out instructional practices and why our students aren't successful when we are teaching higher order thinking.

Chapter 4: Learning, Fast and Slow

Chapter 4: Learning, Fast and Slow

Chapter 4: Learning, Fast and Slow

Chapter 4: Learning, Fast and Slow

Chapter 4: Learning, Fast and Slow

Chapter 4: Learning, Fast and Slow

Chapter 4: Learning, Fast and Slow

Chapter 4: Learning, Fast and Slow

Chapter 4: Learning, Fast and Slow

Chapter 4: Learning, Fast and Slow

Chapter 4: Learning, Fast and Slow

Chapter 4: Learning, Fast and Slow

Chapter 4: Learning, Fast and Slow

How can you incorporate interleaving into your classroom?How can MLMS structure our DAPs and essential learnings reports to reflect that we value and expect our students to engage with Desirable Difficulties?

Chapter 4: Learning, Fast and Slow