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I fear schools will revert to what is comfortable and what aligns with existing mentalmodels instead of questioning the status quo, taking inventory of the lessons learned this year, and paving a new path forward. The Power of MentalModels. Teacher training programs likely reinforced those mentalmodels.
Teaching what’s timeless: Power skills and mentalmodels The solution lies in embracing the timeless. This “meta-knowledge” is encapsulated by the set of understandings called MentalModels. MentalModels provide students with tools to understand the world around them. Take, for example, leadership.
Acknowledge that old mentalmodels exist. Schools need to acknowledge that there are a variety of old mentalmodels of learning and traditional schooling that parents bring to the table. Some parents remember their success, but others remember the negative adults and failure from their school career.
We practice mentalmodels grounded in a pragmatic view of change. We seed ideas and help bring them to life, but never without an eye toward all that’s needed to take vision to execution. In everything we do, we take time to consider needs and requirements. We identify dependencies and assumptions.
But new ways of teaching like station rotation and fluid-schedule flex models can hit a snag when they run up against the familiar one-teacher-one-classroom setup. According to the authors of a new report, it’s not schools that need a “rethink” as much as school staffing.
You have a lot of great metaphors in the book, and you argue that a problem is that people aren’t using the right kind of mentalmodel to properly evaluate information online. If there's one thing we want to teach students, it's how to better choose what to invest their attention and time in.
While teachers may understand assumptions made by software developers in the same way they understand those made by textbook publishers, their mentalmodel may not include the digital equivalent to stacking textbooks in the corner when software isn’t aligned with their pedagogy.
He’s spent his 25-year career working for social change and transformation within public education, in part through what he calls “humanizing mentalmodels and systems.” Antonio Vigil is director of innovative classroom technology at Aurora Public Schools in Colorado.
Frameworks provide mentalmodels, but “don’t usually help educators know what to do differently,” argues technology leadership expert Scott McLeod in his latest book, Harnessing Technology for Deeper Learning.
We've got to change that mentalmodel. EDTECH: What do you see as the biggest challenge schools have in implementing modern learning environments? DILLON: If you ask anyone over the age of 30 to draw a classroom, we know what they would draw: desks in rows.
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 mentalmodels of technology integration and/or higher-order thinking work.
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 mentalmodels that tie the list items together. It’s not that the ideas or items are wrong or incorrect, it’s just hard to see how they all fit together.
The researchers found that the style of drawing and mentalmodel 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.
What kind of mentalmodels do humans build of AI agents? You can build an agent and introduce it, but humans will immediately build a mentalmodel of that AI agent. And the mentalmodel is not going to be the one that you, as a designer, has.
The mentalmodel of the traditional classroom is obsolete,” he told the crowd of college technology leaders. “It That’s a big problem that is slowing change in college teaching, argued Wind, a professor of marketing at the University of Pennsylvania’s Wharton School and one of the organizers of the conference.
He offered a different mentalmodel through a new metaphor. With a chuckle, Sir Ken was able to cut through the dominant narratives of education and insert a new notion that we might be capable of schools in which all children can flourish. Schools in which each child can find their Element. .
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