critical elements of learning & being a learned person?

• motivation = the bridge between desire and action
• relevance (interest is related to this)
• high self-efficacy
• aptitude
• good memory
  • learning isn't just memorization of facts, but memory is the basic, beginning stages of learning
• critical thinking (ability to analyze and synthesize information)
• scaffolding

discussion of value in studying teaching/learning theory

• more concentration on learning theory than teaching theory
• allows you to tailor your method to the ways that your students learn
• expectations of a methods "how to teach" class in this program (there is "Effective College Teaching" offered, but not required)
• learning theory seems to primarily come from psychology, although this is often not acknowledged (maybe we need to include more educational psychology courses)
• remember that they are theories, not laws--use them as tools, but don't be tied to them
• if you give a test to a class and everyone misses the same single question, what does that tell you?
  • the question was worded badly/incorrectly
  • the concept was taught ineffectively
  • class members may have lacked the conceptual background to understand the topic
• if more than 50% of the class missed a concept, it might be important to re-cover that concept in a different way, and to discuss the question itself and what/why the correct answer is, in class

how to say...

• successful at work, but tested below lowest developmental class acceptance...?
• told her that she did not test for the aspects that the school tests for, and she is already successful, therefore not needing what they offer at that school

back to defining learning...

• is it a change in behavior?
• also/otherwise a change in perception, thought, ability to make decisions (even if they do not result in behavioral change)

my brainstorming... alternate methods of assessing learning...

• maybe you could let students choose how they want to show what they have learned in a class...
• they could choose a method from a list, and if they strongly feel that a valid method is not listed, they can make a case for it to you (add really good ones to the list for next time)
• for example:  test, essay/paper, orally tell you, presentation (A/V), chart, etc....
• if they misunderstand a key topic, re-address the topic with them and give them a second opportunity to "report out" their learning to you
• express to them that the point is not a certain grade or score--your end goal as their teacher is to be sure they learn in the course--your goal is not to stump them or make lots of extra work for them, but to help them learn something that is valuable, useful, interesting