In a study released by the National Research Council of the National Academies of Science in Washington, deeper learning was examined carefully. (See The National Academies Press http://www.nap.edu/catalog.php?record_id=13398)
The study focused on what skills are important to learn for the world outside school and how we can teach students to use deeper learning to apply what is learned in one situation to another. James Pellegrino one of the authors of the report defines the 3 areas of competence as: cognitive, intrapersonal, and interpersonal.
I have posted similar articles on this subject, so you might want to explore more Common Core articles.
The questions to ask in our Title I classes are key: Are we relevant? Are we giving enough students enough time to explore meanings and relationships? Are we connecting concepts to process? Are we asking probbing questions? Is teamwork or other means of collaboration offered?
As we experiment with these adaptations this year, please offer your thoughts.
How Do We Define and Measure "Deeper Learning"? Tina Barseghian. 9.13.12. Mind/Shift
http://blogs.kqed.org/mindshift/2012/09/how-do-we-define-and-measure-deeper-learning/
I believe that the Intrapersonal skills are the hardest to instill in our students due to the heavy influences of peer pressure and influential behaviors of students’ peers. As the article states, “the intra-personal domain refers to the ability to control impulses and focus on tasks” (3-3). This is one of the skills that my students struggle with the most. On summative assessments, they prove that they know and have retained the information; however, on formative assessments and in daily classroom instruction/participation, the students have a hard time focusing and controlling their reactions to the behaviors of others. I’ve coined the term “choose how you react” in my classroom when students are having a hard time ignoring the unnecessary comments or distracting behaviors of classmates. My students are in the very early stages of learning how to control their own reactions and focusing on themselves and their own work instead of worrying about what others are doing. Even at the high school level, I still have students saying “Well, he’s not doing it!” and I have to remind them “you worry about you, he worries about himself.” I look forward to seeing how my students progress over the coming weeks and figuring out ways that I can continue to incorporate intrapersonal skills on a daily basis.
ReplyDeleteHow have others integrated intrapersonal skills into their classrooms??? Any advice/tips would be appreciated!
DeleteI write educational and/or ethical quotes on my board and we discuss them as part of our warm-up. Then we make connections and suggestions as to how to incorporate the thoughts into their lives.
DeleteIn a related thought - "This American Life" on WPR on Saturday was about non-cognative skills that are better indicaters of success in life than the standarized tests, being redearched in the Chicago Public Schools. It was incredibly interesting and can be accessed at WPR.org. - Betsey