Scientist Workshops | Site Wide Activity http://cos-rop.net/sw/activity/feed Site Wide Activity Feed Thu, 06 Jun 2013 17:21:03 +0000 http://buddypress.org/?v=1.7.2 en-US http://cos-rop.net/sw/activity/p/265/ Kristin Hunter-Thomson became a registered member http://cos-rop.net/sw/activity/p/265/ Thu, 06 Jun 2013 17:21:03 +0000 Comments: 0

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]]> http://cos-rop.net/sw/swtestsite/2012/08/20/testing/ admin wrote a new post, Testing, on the site SW Test Site http://cos-rop.net/sw/swtestsite/2012/08/20/testing/ Mon, 20 Aug 2012 17:30:18 +0000 This is a test post from coast to coast!

]]> http://cos-rop.net/sw/groups/interactive-online-scientist-workshop/forum/topic/what-aspect-of-your-practice-will-you-work-on-this-fall/ lynn.tran started the forum topic What aspect of your practice will you work on this fall? in the group Interactive Online Scientist Workshop http://cos-rop.net/sw/groups/interactive-online-scientist-workshop/forum/topic/what-aspect-of-your-practice-will-you-work-on-this-fall/ Fri, 10 Aug 2012 19:50:27 +0000 Please share the learning event (e.g., class, lesson, program, activity, etc) where you would like to try doing something different. It could be something that you are teaching this fall, or something you plan to […]

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]]> http://cos-rop.net/sw/activity/p/123/ Lesley Smith posted an update in the group Interactive Online Scientist Workshop: I will start the ball rolling as I'm soon out of town and […] http://cos-rop.net/sw/activity/p/123/ Thu, 19 Jul 2012 15:05:15 +0000 I will start the ball rolling as I'm soon out of town and out of the loop. In response to Lynn's 3 questions... 1. I am quite familiar with this book. It provides wonderful information on learning that anyone who teachers should read. By and large I didn't learn any new concepts. However, the term "conditionalized" was new to me. I found it to be a bit jargony, and it took some time to wrap my head around the concept even though it is intuitive. I found the two sentences, "Experts are good at retrieving knowledge that is relevant to a particular task. Knowledge that is not conditional is often "inert" because it is not activated, even though it is relevant." The authors also discuss the need to tie this concept into curriculum development, instruction and assessment , and they mention what doesn't work to conditionalize knowledge (like very structured worksheets). I would like to know how best to guide students toward conditionalizing (is this a word?!) their knowledge. If I were a novice teacher reading this chapter, I would definitely feel like the discussion of this topic is just the tip of the iceberg!

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]]> http://cos-rop.net/sw/activity/p/122/ Lesley Smith joined the group Interactive Online Scientist Workshop http://cos-rop.net/sw/activity/p/122/ Wed, 18 Jul 2012 21:04:14 +0000 Comments: 0

]]> http://cos-rop.net/sw/groups/interactive-online-scientist-workshop/forum/topic/how-experts-differ-from-novices/ lynn.tran started the forum topic How experts differ from novices in the group Interactive Online Scientist Workshop http://cos-rop.net/sw/groups/interactive-online-scientist-workshop/forum/topic/how-experts-differ-from-novices/ Wed, 11 Jul 2012 20:25:53 +0000 Download and read the "How experts differ from novices" chapter in the Documents section.

Please discuss:
1. What are you thoughts and reactions to the chapter?
2. Think about a science concept that you […]

]]> http://cos-rop.net/sw/activity/p/120/ lynn.tran uploaded the file: 1. How experts differ from novices to Interactive Online Scientist Workshop http://cos-rop.net/sw/activity/p/120/ Wed, 11 Jul 2012 20:23:51 +0000 People who have developed expertise in particular areas are, by definition, able to think effectively about problems in those areas. Understanding expertise is important because it provides insights into the nature of thinking and problem solving. Research shows that it is not simply general abilities, such as memory or intelligence, nor the use of general strategies that differentiate experts from novices. Instead, experts have acquired extensive knowledge that affects what they notice and how they organize, represent, and interpret information in their environment. This, in turn, affects their abilities to remember, reason, and solve problems.

This chapter illustrates key scientific findings that have come from the study of people who have developed expertise in areas such as chess, physics, mathematics, electronics, and history. We discuss these examples not because all school children are expected to become experts in these or any other areas, but because the study of expertise shows what the results of successful learning look like. In later chapters we explore what is known about processes of learning that can eventually lead to the development of expertise.

Please discuss:
1. What are you thoughts and reactions to the chapter?
2. Think about a science concept that you teach. Recall how your learners understand and explain the concept. Discuss your interpretation of their thinking in light of the "experts vs novices" idea presented in this chapter.
3. What are the implications of these ideas on your teaching practice?

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