Category Archives: Learning

Het Nieuwsgierige Kind – 8 Juni 2015 – KNAW

Source: KNAW

Nu online: expertbijeenkomst Het nieuwsgierige kind

16 juni 2015

Tijdens deze expertbijeenkomst op 8 juni 2015 illustreerden kunstenaars en wetenschappers wat de rol van kunst en wetenschap in het funderend onderwijs kan zijn om de nieuwsgierige en onderzoekende houding bij jonge kinderen te cultiveren en te stimuleren.

De KNAW-commissie Basis en Voortgezet Onderwijs en de Akademie van Kunsten organiseerden deze bijeenkomst naar aanleiding van de oproep van staatssecretaris Dekker aan maatschappelijke organisaties om het Platform Onderwijs2032 te voeden met ideeën voor de ontwikkeling van het curriculum in het funderend onderwijs.

Bekijk op ons Vimeo-kanaal

Sprekers:

  • José van Dijck, hoogleraar vergelijkende mediawetenschappen UvA en president KNAW, over het belang van het leren stellen van vragen
  • Carl Figdor, hoogleraar tumorimmunologie Radboud Universiteit en voorzitter KNAW-commissie Basis en Voortgezet Onderwijs, over weten wat te doen als je het niet weet
  • Maarten Kleinhans, hoogleraar aardwetenschappen, Universiteit Utrecht, over jonge onderzoekers in de zandbak
  • Barbara Visser, beeldend kunstenaar en voorzitter van de Akademie van Kunsten, over creatief met kennis – artistiek onderzoek als prisma op reguliere vakken
  • Annemieke Huisingh, projectleider Atelier van licht, over ateliers op school: vrij onderzoek en verbeelding als manier van leren
  • Gijs Scholten van Aschat, acteur en lid van de Akademie van Kunsten, over de spelende mens, de ontwikkeling van verbeelding en empathie bij het kind
  • Marieke Peeters, programmaleider Onderwijs en Onderzoek HAN Pabo en projectmanager Wetenschapsknooppunt Radboud Universiteit, over de relatie nieuwsgierigheid en leren.

Stress en Succes op de Werkvloer | Universiteit van Nederland

Erik Scherder & dr. Kilian Wawoe

Een uniek duocollege met twee toppers van de Universiteit van Nederland: neuropsycholoog Erik Scherder en organisatiepsycholoog Kilian Wawoe (beiden Vrije Universiteit Amsterdam). Verdubbel je kennis met de insights van deze fantastische sprekers die gezamenlijk hun licht zullen laten schijnen op de fenomenen van stress & succes op de werkvloer!

 
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Permanent Beta: de toekomst van onderwijs

Source: Nieuw Nederland

Permanent Beta is de toekomst van het onderwijs

Verslag landelijke PB dag in Rotterdam
© Jeannette van der Does

Op 13 november werd voor de 7e keer de landelijke Permanent Beta dag gehouden. Het evenement verbindt techniek en wetenschap met kunst en is voor iedereen die zich aanmeldt geheel gratis. Omdat Permanent Beta te gast was op een school werd ook een hackathon ‘Slimmer Leren’ georganiseerd, aangevoerd door Johan Groenen. Professionele programmeurs gingen samen met leerlingen nadenken over slimme apps om leren leuker en effectiever te maken. Nynke Schaaf was er bij en deelt haar gedachten op ons digitale platform.

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Myths about Girls and Science

A new Verizon commercial cites a sad statistic by the National Science Foundation: 66 percent of 4th grade girls say they like science and math, but only 18 percent of all college engineering majors are female.

It’s important we encourage our children to pursue their dreams regardless of what they are and this ad highlights the importance of the social cues that push girls in particular  away from subjects like math and science in their earliest childhood years.
Source: Educate Inspire Change

Verizon posted the ad on Youtube on 2 jun. 2014, accompanied with the text below (not complete):
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Genius In The Classroom using Trello

Source – blog.trello.com

Teachers Using Trello: How To Foster Genius In The Classroom

IMG_3066
D’aww… the feeling is mutual, guys.

Are you smarter than a fifth grader? Surely not these Geniuses, because they’re using Trello to answer the tough questions. The concept of Genius Hour has become a popular mechanism for educators to encourage their students to explore their interests. To avoid gaps in learning, much of the US curriculum is standardized. The Genius Hour movement, however, is a great way to inject open ended exploration into different aspects of our world.

The basic concept is that for one hour twice a week, students explore a topic of their choosing. They research the same topic for 12 one hour sessions, before presenting their findings on a medium of their choice.
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50 WAYS (FOR KIDS) TO STAY CREATIVE

Personal note: this is not just for kids, this is for everyone.

Source – hellowonderful.co

50 WAYS FOR KIDS TO STAY CREATIVE INFOGRAPHIC


As I’m sure you’ve guessed, we’re big fans of supporting kids’ creativity and imagination here. As busy parents, it can seem daunting to know what to do with kids to bring out their creative side.

So we thought it’d be fun to put together a handy guide with some easy ideas to inspire kids when the mood strikes. These are everyday ideas you can pull from and just fun to read through!
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Het verschil tussen hoogpresterend, hoogbegaafd en creatief begaafd

Bron – LinkedIn – Marita van den Hout

Het verschil tussen hoogpresterend, hoogbegaafd en creatief begaafd.
Bente Aimee van Dijk

Het verschil tussen hoogpresterend, hoogbegaafd en creatief begaafd.

Het identificeren van begaafde leerlingen wordt moeilijk als goed presteren verward wordt met begaafdheid. De hoog presterende leerlingen worden opgemerkt door hun goede werkhouding, op tijd klaar, goed verzorgd werk, goede cijfers. Volwassenen zien hun A scores, merken dat ze snel de schoolse procedures oppakken. Sommige denken dat dit de begaafde leerlingen zijn, omdat zij boven de groep uitsteken.

Het blijft moeilijk om leerkrachten en ouders duidelijk te maken dat hoog presterende leerlingen toch op een geheel andere manier leren dan begaafde leerlingen. Begaafde leerlingen die gerespecteerd en aangemoedigd worden, denken op een complexere en abstractere manier vanuit meerdere invalshoeken dan de hoog presterende leerling.

Om wat meer duidelijk te geven is het drie-weg vergelijkingsmodel gemaakt (B. Kingore) van een hoog presterende, een begaafde en een creatief begaafde  leerling.

Natuurlijk is het nooit zo zwart-wit. Een hoogpresterende kan ook begaafd zijn en een begaafde kan ook een creatieve denker zijn, maar op deze manier hoopt Kingore dat er beter wordt nagedacht over de verschillende manieren waarop kinderen leren en denken.

Een voorbeeld dat het duidelijker maakt:

De leerkracht geeft een nieuwe taak. De hoog presterende leerling vraagt zich meteen af wat de leerkracht verlangt, zodat hij precies kan doen wat de leerkracht zou willen dat hij zou doen. “Wat wil je echt?”

De begaafde leerling denkt na hoe hij de opdracht het liefst wil doen. Wat vind ik interessant om te leren? “Wat ik zou willen doen…..”

In de creatieve geest, komen allerlei ideeën simultaan in hem op, wat kan er allemaal uitgezocht worden?

De leerkracht stelt een vraag aan de klas.

De hoog presterende leerling is blij, want deze weet het antwoord en voelt zich zeker: “Ik weet het antwoord!”

De begaafde leerling overweegt de verschillende mogelijkheden en alternatieve perspectieven: “Misschien bedoelen ze……”, of “ Het zou kunnen zijn dat…..”, of “ Een andere manier om dit te zeggen is…”, of “Ja, maar…”.

De creatieve denker is nog steeds volop bezig met zijn eindeloze mogelijkheden van de vorige opdracht, nog zo geconcentreerd met zijn eigen ideeën dat hij de vraag compleet gemist heeft.

Het drie-weg model van B. Kingore:

Vertaald uit;

 

Kingore, B. (Spring 204). High Achiever, Gifted Learner, Creative Learner. Understandig Our Gifted. http://www.bertiekingore.com

coaching gifted / creative (visual spatial) learners / P!T; Peers In Tilburg, creatieven ontmoeten elkaar

Things To Know About How Your Brain Learns

Source – thenextweb.com

learning brain 6 important things to know about how your brain learns

This post originally appeared on the Crew blog.


Whether you want to learn a new language, learn to cook, take up a musical instrument, or just get more out of the books you read, it helps to know how your brain learns.

While everyone learns slightly differently, we do have similarities in the way our brains take in new information, and knowing how this works can help us choose the most efficient strategies for learning new things.

Here are six things you should know about the brain’s learning systems.

1. We take in information better when it’s visual

The brain uses 50 percent of its resources on vision.

Think about that for a minute. Half of your brain power goes to your eyes and the processes in your brain that turn what you see into information. The other half has to be split up among all the other functions your body has.

Vision is not only a power-hungry sense, but it trumps our other senses when it comes to taking in information.

visual brain 730x548 6 important things to know about how your brain learnsImage credit: Amit Kapoor – Storytelling with Data – See | Show | Tell | Engage

A perfect example of this is an experiment where 54 wine aficionados were asked to taste wine samples. The experimenters dropped odorless, tasteless red dye into white wines to see whether the wine tasters would still know they were white based on the taste and smell.

They didn’t. Vision is such a big part of how we interpret the world that it can overwhelm our other senses.

Another surprising finding about vision is that we treat text as images. As you read this paragraph, your brain is interpreting each letter as an image. This makes reading incredibly inefficient when compared to how quickly and easily we can take in information from a picture.

More than just static visuals, we pay special attention to anything we see that’s moving. So pictures and animations are your best friends when it comes to learning.

Action: Find or make flash cards with images on them. Add doodles, photos, or pictures from magazines and newspapers to your notes. Use colors and diagrams to illustrate new concepts you learn.

2. We remember the big picture better than the details

When you’re learning lots of new concepts, it’s easy to get lost in the barrage of information. One way to avoid being overwhelmed is to keep referring back to the big picture. This is probably where you’ll start with something new, so coming back to explore how the new concept you just learned fits into that big picture can be helpful.

In fact, our brains tend to hang onto the gist of what we’re learning better than the details, so we might as well play into our brains’ natural tendencies.

When the brain takes in new information, it hangs onto it better if it alreadyhas some information to relate it to. This is where starting with the gist of an idea can be helpful: it gives you something to hang each detail on as you learn it.

I read a metaphor about this concept once that I loved: imagine your brain is like a closet full of shelves: as you add more clothes they fill up more of the shelves and you start categorizing them.

Now if you add a black sweater (a new piece of information) it can go on the sweater shelf, the black clothes shelf, the winter clothes shelf, or the wool shelf. In real life you can’t put your sweater on more than one shelf, but in your brain that new piece of information gets linked to each of those existing ideas. You’ll more easily remember that information later because when you learned it you related it to various other things you already knew.

Action: Keep a large diagram or page of notes handy that explains the big picture of what you’re learning and add to it each major concept you learn along the way.

3. Sleep largely affects learning and memory

Studies have shown that a night of sleep in-between learning something new and being tested on it can significantly improve performance. In a study of motor skills, participants who were tested 12 hours after learning a new skill with a night of sleep in-between improved by 20.5 percent, compared to just 3.9 percent improvement for participants who were tested at 4-hour intervals during waking hours.

Naps can improve learning just like a full night of sleep can. A study from the University of California found that participants who napped after completing a challenging task performed better when completing the task again later, compared to participants who stayed awake in-between tests.

Sleeping before you learn can also be beneficial. Dr Matthew Walker, the lead researcher of the University of California study, said “Sleep prepares the brain like a dry sponge, ready to soak up new information”.

Action: Try practicing your new skill—or reading about it—before going to bed or taking a nap. When you wake up, write some notes on what you remember from your last study session.

4. Sleep deprivation significantly reduces your ability to learn new information

Sleep deprivation is a scary thing. Because we don’t fully understand sleep and its purpose yet (though we have some ideas) we don’t always respect our need for sleep.

But although we can’t say definitively what sleep does for us, we know what happens if you don’t get enough. Sleep deprivation makes us play it safe by avoiding risks and leaning on old habits. It also increases our likelihood of being physically injured, since our bodies don’t perform as well when we’re tired.

Most importantly for learning: sleep deprivation can cut your brain’s ability to take in new information by almost 40 percent. Compared to getting a good night’s sleep and waking up refreshed and ready to learn, an all-nighter doesn’t seem worth the effort.

1200px Effects of sleep deprivation.svg  730x538 6 important things to know about how your brain learnsImage credit: Mikael Häggström

A Harvard Medical School study found that the first 30 hours after learning something are critical, and sleep deprivation during this time can cancel out any learning benefits of getting a full night’s sleep after those 30 hours are up.

Action: Forget all-nighters. Save practice and study sessions for days when you’re alert and well-rested. And definitely avoid sleep deprivation right after learning something new.

5. We learn best by teaching others

When we expect to have to teach other people what we’re learning, we take in new information better. We organize it better in our minds, remember it more correctly, and we’re better at remembering the most important parts of what we’ve learned.

One study told half the participants they would be tested on the information they were learning, and told the other half they would have to teach someone else what they learned. Both sets of participants were tested on the information and didn’t have to teach anyone else, but the subjects who thought they’d be teaching others performed better on the test.

The study’s lead author, Dr. John Nestojko, said the study implied that students’ mindsets before and during learning can make a big difference to how well we learn new information. “Positively altering a student’s mindset can be effectively achieved through rather simple instructions,” he said.

Though we don’t realize it, learning with the idea that we’ll have to teach this information later tends to invoke better methods for learning subconsciously. For instance, we focus on the most important pieces of information, the relationships between different concepts, and we carefully organize the information in our minds.

Action: Keep a notebook or blog where you write about what you’ve learned. Write about each new concept you learn as if it’s a lesson for others.

6. We learn new information better when it’s interleaved

A common learning approach is what UCLA researcher Dick Schmidt calls ‘block practice’. When you practice or focus on learning one particular thing over and over, that’s block practice. For instance, you might study history for a few hours in a row, or practice just your serve in a tennis lesson.

Schmidt advocates a different approach to learning called interleaving, which mixes up the information or skills you practice. Another UCLA researcher, Bob Bjork, studies interleaving in his psychology lab. One of his experiments involves teaching participants about artistic styles by showing them a series of images on a screen. Some of the participants are exposed to block practice of artistic styles (all 6 examples of a painter’s style are shown before moving on to another painter’s style), while others have their images interleaved (examples of different painter’s styles are mixed in together).

When the two groups are tested afterwards on how well they can recognize a painter’s style in a painting they haven’t seen before, the interleaving group usually scores around 60 percent, while the block group scores around 30 percent.

Surprisingly, around 70 percent of the participants in this experiment say they think the block practice was most effective in helping them learn. Clearly we have some work to do to understand what helps us learn best.

Bjork believes interleaving works better because it plays into our natural abilities to recognize patterns and outliers. When applied in the real world it also provides an opportunity for us to review information regularly, as we interleave what we already know with new information.

Some examples for interleaving could be cycling through three different subjects you need to study before exams, practicing speaking, listening, and writing skills of a foreign language in tandem rather than in blocks, or practicing your forehand, backhand, and serves in a single tennis lesson rather than setting aside one lesson for each.

Action: When you’re learning or practicing a new technique, practice it interleaved with other techniques. For instance, if you’re practicing a particular golf swing, practice other swings at the same time to mix it up.

If you’re learning new information, mix in information you already know—old vocabulary words and new when you’re learning a foreign language, for instance.

As Bob Bjork says, we all need to become smarter learners. “In almost any job, you have to keep managing some new kind of technology,” he said, so “just knowing how to manage your own learning is very important.”

Read next: What I would do differently if I was learning to code today