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STEM programs can’t keep up with AI–let’s focus on Power Skills

eSchool News

Teaching what’s timeless: Power skills and mental models The solution lies in embracing the timeless. This “meta-knowledge” is encapsulated by the set of understandings called Mental Models. This “meta-knowledge” is encapsulated by the set of understandings called Mental Models.

STEM 320
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Are Latino ‘Systems of Knowledge’ Missing From Education Technology?

Edsurge

He’s spent his 25-year career working for social change and transformation within public education, in part through what he calls “humanizing mental models and systems.” Antonio Vigil is director of innovative classroom technology at Aurora Public Schools in Colorado.

Knowledge 146
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Its 2019. So Why Do 21st-Century Skills Still Matter?

Edsurge

When a student is a contributor,” he adds, “it turbo-charges their ability to employ the other competencies and their content knowledge.” The Human Factor The unifying theme of these various frameworks seems to be the human factor.

Skills 167
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ISTE 2015: (Re)designing tech-infused lessons for deeper thinking

Dangerously Irrelevant

There is a wealth of research on the TPACK and SAMR frameworks, Bloom’s taxonomy, Webb’s Depth of Knowledge, the Authentic Intellectual Work framework, the Instructional Practices Inventory, the Florida/Arizona Technology Integration Matrices, and other mental models of technology integration and/or higher-order thinking work.

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Book review – Learning Transformed: 8 Keys to Designing Tomorrow’s Schools, Today

Dangerously Irrelevant

My favorite is probably the quote from Joe Sanfelippo and Tony Sinanis: ‘In the absence of knowledge, people make up their own.’ Tom and Eric do a great job of citing research in their book, but it would be helpful to have some research-based frameworks and mental models that tie the list items together.

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The Importance of Math Manipulatives: A Math Playground

Lab to Class

The researchers found that the style of drawing and mental model used to solve the problem was highly predictive of whether the student was able to find the faster way to solve the problem or not.

Math 52