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Discussion Board 1.1: Reading Comprehension & Skill Mastery
Read, consider, and respond to the prompt. Return to this discussion to read your colleagues’ thoughts and respond with comments to at least one of them. “Reading comprehension is a product of thinking applied to text.” What connections between reading comprehension and skill mastery do you see? How does this relate to our pattern: Smooth performance relies on a series of underlying steps? How is reading comprehension like pitching?Associated Courses and Groups:
Protected: Foundations & Frameworks Basic Course Early Fall 2022 - 35
- 3 months ago
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Discussion Board 1.A
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- This assignment provides the EXperience and establishes the pattern for this portion of the course.Examine the photograph pair. Respond to the prompts that follow.
- In Photograph A, what items are prominent?
- In Photograph B, what items are prominent?
- Why are the photos (the results) different even though their components or building blocks are identical?
- What does this pair of photos illustrate about the relationship of focus, results, and building blocks? Write your thoughts into a statement, possibly starting this way: A shift in focus produces…
Architecture of Learning Basic Course - 0
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DISCUSSION BOARD 1.B
Read, consider, and respond to the prompt. Return to this discussion in a few days to read your colleagues’ thoughts and respond with comments to at least one of them. “The brain has limits on the amount of data it can process. In a constant data stream, the brain will lose most information before it has a chance to process it and construct memory of it. This problem often occurs in schools where students can be subjected to one lecture after another for several periods in a row. The sheer amount of new data presented by a teacher or by teachers can overwhelm the brain’s limits. As a result, the new data cannot be processed in ways that would enable memories or new learning to form. “ What are the implications of this for teaching?Associated Courses and Groups:
Protected: Foundations & Frameworks Basic Course Summer 2022
Architecture of Learning Basic Course - 0
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DISCUSSION BOARD 1.C
Read, consider, and respond to the prompt. Return to this discussion in a few days to read your classmates’ thoughts and respond with comments to at least one of them. “Three memory systems play a role in memory formation: sensory memory, working memory, and long-term memory. Sensory memory enables you to recall what you’ve seen (or heard, felt, tasted, smelled) for a very brief time. If no additional memory systems are activated, sensory memory begins to degrade within 200-500 milliseconds.” What are the implications of this for teaching?Associated Courses and Groups:
Architecture of Learning Basic Course - 0
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DISCUSSION BOARD 1.D
Read, consider, and respond to the prompt. Return to this discussion in a few days to read your classmates’ thoughts and respond with comments to at least one of them. “For memory to form (and thus, learning to occur), working memory must be activated. Working memory activates when we consciously rehearse, sort, label, and categorize new data and recall relevant previous experience. Working memory, the brain’s systems that maintain ‘information in short-term store for the purpose of executing a task-specific goal,’ is the gateway to long-term storage. In other words, working memory is the gateway to learning.” What are the implications of this for teaching?
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DISCUSSION BOARD 1.E
Read, consider, and respond to the prompt. Return to this discussion in a few days to read your classmates’ thoughts and respond with comments to at least one of them. “If repeated enough, comprehension can lead to low-level learning. For example, to merely memorize the Gettysburg Address, I would focus on restating the right words in their correct order. I can accomplish this by sequencing Lincoln’s phrases and rehearsing them until I can restate the entire speech. Such material entails merely semantic memory—‘thoughts that require only memorization, but no decision making, logical analysis, or reasoning.’ However, if I want to understand the Gettysburg Address—if I want to grasp the meaning of Lincoln’s words—so I can use it in my future thinking, I must engage memory processes beyond comprehension. To build true understanding you must use ‘perceptual thought.’ That is thinking that overlays the new data with known experience and blends the two to produce meaning. Your working memory must engage in elaboration.” What are the implications of this for teaching?Associated Courses and Groups:
Architecture of Learning Basic Course - 0
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DISCUSSION BOARD 1.F
Read, consider, and respond to the prompt. Return to this discussion in a few days to read your classmates’ thoughts and respond with comments to at least one of them. “Learning is strengthened when elaboration is intentionally initiated with the learner consciously analyzing the similarities and differences between the new data and the associated long-term memories. By connecting common elements of the new data and long- term memories, the brain constructs understanding. Neurologist and educator Judy Willis explains the critical role elaboration plays in learning: ‘To keep this newly learned material from slipping away, it needs to enter the network of the brain’s wiring. Students can retain the new information by activating their previously learned knowledge that relates to the new material. This prior knowledge exists in stored loops of brain cell connections...Effective teaching uses strategies to help students recognize patterns and then make the connections required to process the new working memories so they can travel into the brain’s long-term storage areas.’” What are the implications of this for teaching?Associated Courses and Groups:
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DISCUSSION BOARD 1.G
Read, consider, and respond to the prompt. Return to this discussion in a few days to read your classmates’ thoughts and respond with comments to at least one of them. How do the core processes of learning relate to the pattern, “a shift in focus produces different results, even when the building blocks are the same”?Associated Courses and Groups:
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DISCUSSION BOARD 1.H
Read, consider, and respond to the prompt. Return to this discussion in a few days to read your classmates’ thoughts and respond with comments to at least one of them. Which core process is the least represented in your classroom? Why do you think that is the case? What might students miss as a result?
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DISCUSSION BOARD 1.I
Read, consider, and respond to the prompt. Return to this discussion in a few days to read your classmates’ thoughts and respond with comments to at least one of them. Think of a memorable experience from your own life. Label and sort it—what were its main building blocks and how were they structured? What pattern does that experience illustrate? How have you used that experience (e.g., a basis for offering others advice, a humorous anecdote for entertaining, a “life lesson” you reference for making decisions)?Associated Courses and Groups:
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DISCUSSION BOARD 1.J
Read, consider, and respond to the prompt. Return to this discussion in a few days to read your classmates’ thoughts and respond with comments to at least one of them. What does the process of transforming knowledge or understanding into utility mean for us as teachers? What are the implications for teaching?Associated Courses and Groups:
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DISCUSSION BOARD 1.K
Think about the artist consortium. (To review, see page 29 of The Architecture of Learning: Designing Instruction for the Learning Brain.) Now think about the core processes and how focus on each one produces a learning-related transformation. What connections do you recognize? In other words, how are these two concepts related? Prepare an oral explanation of the connections you identify. Video yourself giving that oral explanation and post the video here. Return to this discussion in a few days to watch your classmates’ videos and respond with comments to at least one of them.Associated Courses and Groups:
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Discussion Board 2.1: Definition Implications
Read and consider the following prompt: Reading comprehension is the deep understanding of an author’s intended message and the evaluation of that message; it it is constructed by applying a collection of intervolved skills.” What are the instructional implications of this definition? How does this view of reading comprehension compare with your past experience with reading instruction? How might reading instruction be different if this were the definition of reading comprehension? Once you have given the prompt some thought, go to https://www.clerestorylearning.com/forums/forum/forum-2-1/ and write your response. After posting your own thoughts, review and respond to at least one colleague's posted comments.Associated Courses and Groups:
Protected: Foundations & Frameworks Basic Course Summer 2022 - 35
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Discussion Board 2.2: A “Traditional Approach”
Complete the activity "A 'Traditional' Approach," as directed on pages 21-22 of the Foundations & Frameworks Basic Course Book. Give additional thought to the final prompt: Based on our definition of reading comprehension, what is missing from this approach to reading comprehension? Once you have given the prompt some thought, go to https://www.clerestorylearning.com/forums/forum/discussion-board-2-2/ and write your response. After posting your own thoughts, review and respond to at least one colleague's posted comments.Associated Courses and Groups:
Protected: Foundations & Frameworks Basic Course Summer 2022 - 33
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Discussion Board 2.3: Current Instruction
Read and consider the following prompt: Which of the additional traits of effective reading comprehension instruction are already an emphasis in your teaching? How is that evident in your classroom? Which one is the most overlooked in your current teaching? Once you have given the prompt some thought, go to https://www.clerestorylearning.com/forums/forum/discussion-board-2-3/ and write your response. After posting your own thoughts, review and respond to at least one colleague's posted comments.Associated Courses and Groups:
Protected: Foundations & Frameworks Basic Course Summer 2022 - 37
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Discussion Board 2.5: Thinking About Your Thinking
Read, consider, and respond to the prompt. Return to this discussion to read your colleagues’ thoughts and respond with comments to at least one of them.Associated Courses and Groups:
- What did you notice about your thinking as you read and completed the visual tools? Did you discover anything in the text that you might have missed without that thinking? What benefits did you experience related to deep understanding of the text?
Protected: Foundations & Frameworks Basic Course Summer 2022 - 32
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Discussion Board 2.6: Skill Instruction Response
Read, consider, and respond to the prompt. Return to this discussion to read your colleagues’ thoughts and respond with comments to at least one of them.Associated Courses and Groups:
- Simply state a general observation or two about the skill instruction demonstration. What stood out to you? What questions did it generate? Share any of your thoughts.
Protected: Foundations & Frameworks Basic Course Summer 2022 - 34
- 10 months ago
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DISCUSSION BOARD 2.A
Read, consider, and respond to the prompt. Return to this discussion in a few days to read your classmates’ thoughts and respond with comments to at least one of them. Why do the FOCUS processes change according to subject matter type? For example, why is AP a necessary focus in skill teaching but not in content teaching?Associated Courses and Groups:
Protected: Foundations & Frameworks Basic Course - 0
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DISCUSSION BOARD 2.B
Read, consider, and respond to the prompt. Return to this discussion in a few days to read your classmates’ thoughts and respond with comments to at least one of them. How are focus and core processes, and subject matter types like “The Young Person’s guide to the Orchestra: Fugue”? Think: pattern!Associated Courses and Groups:
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DISCUSSION BOARD 2.C
Read, consider, and respond to the prompt. Return to this discussion in a few days to read your classmates’ thoughts and respond with comments to at least one of them. Here is what research tells us about patterns: —pattern recognition is the key to recall —pattern recognition enables the use of learning in varying contexts (transfer) —patterns foster the development of “prescriptive wisdom” —deepened learning results from movement between details and the patterns they compose What are the implications of this for teaching?Associated Courses and Groups:
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DISCUSSION BOARD 2.D
Imagine that you are part of a groupAssociated Courses and Groups:
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Discussion Board 3.1: Vocabulary Lesson Observations
Read and consider the following prompt: What are your general observations about this process for teaching students new vocabulary words? How is this approach different from what you have done or observed before? How does this approach illustrate the pattern Different types of information enhance understanding, increase connections, and broaden usage opportunities? Once you have given the prompt some thought, go to https://www.clerestorylearning.com/forums/forum/discussion-board…son-observations/ and write your response. After posting your own thoughts, review and respond to at least one colleague's posted comments.Associated Courses and Groups:
Protected: Foundations & Frameworks Basic Course Summer 2022 - 29
- 9 months, 4 weeks ago
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Discussion Board 3.2: Demonstration Observations
Read and consider the following prompt (This is an intentional repeat of the discussion prompt from the previous Discussion Board): What are your general observations about this process for teaching students new vocabulary words? How is this approach different from what you have done or observed before? How does this approach illustrate the pattern Different types of information enhance understanding, increase connections, and broaden usage opportunities? Once you have given the prompt some thought, go to https://www.clerestorylearning.com/forums/forum/discussion-board-3-2/ and write your response. After posting your own thoughts, review and respond to at least one colleague's posted comments.Associated Courses and Groups:
Protected: Foundations & Frameworks Basic Course Summer 2022 - 35
- 9 months, 1 week ago
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Discussion Board 3.A
Read, consider, and respond to the prompt. Return to this discussion in a few days to read your colleagues’ thoughts and respond with comments to at least one of them. “Here’s a radical idea: We need more assessment, not less. “Seem crazy? Substitute feedback for assessment, and you’ll better understand what I mean. The point of assessment in education is to advance learning, not to merely audit absorption of facts. That’s true whether we’re talking about that fourth-period pop quiz, the school play, or the state test. No one ever mastered a complicated idea or skill the first—or fifth—time. To reach any genuine standard, we need lots of trials, errors, and adjustments based on feedback. “Think of assessment, then, as information for improving” (Grant Wiggins). Does your idea of assessment and how often it should be part of instruction align with these ideas? Explain your initial response to these ideas, and share your opinion. Does considering assessment as “information for improving” differ from your perspective of assessment?Associated Courses and Groups:
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DISCUSSION BOARD 3.B
Read, consider, and respond to the prompt. Return to this discussion in a few days to read your classmates’ thoughts and respond with comments to at least one of them. Review the instructive feedback cycle and the details associated with each element of it. What role do the following have in the effectiveness of instructive feedback: 1) the teacher’s relationship with the student, and 2) the actual words the teacher uses in providing feedback?Associated Courses and Groups:
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Discussion Board 3.C
Read, consider, and respond to the prompt. Return to this discussion later to read your colleagues' thoughts and respond with comments to at least one of them. How does instructive feedback relate to the pattern, The processes need to be connected to produce the desired results?Associated Courses and Groups:
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DISCUSSION BOARD 3.D
Read, consider, and respond to the prompts. Return to this discussion in a few days to read your classmates’ thoughts and respond with comments to at least one of them. Examine the following 4th grade summative assessment on division. (The sections that correlate with the critical intersections of a Combination Blueprint are labeled for you.)Associated Courses and Groups:
- What, in general, do you notice?
- What does this assessment suggest about the teaching that took place during the unit?
- If students were equipped to perform well on this assessment, what does that suggest the impact on their learning might be?
Architecture of Learning Basic Course - 0
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Discussion Board 4.1: Collaborative Comprehension & Reading Comprehension
Read and consider the following prompt: Considering the major elements of collaborative comprehension, how could this concept contribute to “the deep understanding of an author’s intended message and the evaluation of that message that results from application of a collection of intervolved skills”? How does collaborative comprehension relate to our pattern, Interaction sparks engagement and insight? Once you have given the prompt some thought, go to https://www.clerestorylearning.com/forums/forum/discussion-board-4-1-collaborative-comprehension-reading-comprehension/ and write your response. After posting your own thoughts, review and respond to at least one colleague's posted comments.Associated Courses and Groups:
Protected: Foundations & Frameworks Basic Course Summer 2022 - 37
- 9 months, 1 week ago
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Discussion Board 4.2: CCS-Related Activities & Reading Comprehension
Read and consider the following prompts: Consider what we have explored regarding reading comprehension: the deep understanding of an author’s intended message and the evaluation of that message that results from application of a collection of intervolved skills. How do you think each activity—Collaborative Comprehension Preparation, Collaborative Comprehension Sessions (CCS), and “Intellectual Art”— contributes to a student’s deepened text understanding? How do these activities and their sequence (preparation, collaboration, “intellectual art”) relate to our pattern, Interaction sparks engagement and insight? Once you have given the prompts some thought, go to https://www.clerestorylearning.com/forums/forum/discussion-board-4-2-ccs-related-activities-reading-comprehension/ and write your response. After posting your own thoughts, review and respond to at least one colleague's posted comments.Associated Courses and Groups:
Protected: Foundations & Frameworks Basic Course Summer 2022 - 36
- 9 months, 1 week ago
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Discussion Board 4.3: CCS—A Sample Plan
Closely examine "CCS: A SAMPLE PLAN" on page 45 of the Foundations & Frameworks Basic Course Book. Once you have reviewed the plan, consider the following prompt: What do you notice? How is the example both structured and flexible? What questions does it raise? What more do you need to know before working on your own CCS Plan? To write your response, go to https://www.clerestorylearning.com/forums/forum/discussion-board-4-3-ccs-a-sample-plan/. After posting your own thoughts, review and respond to at least one colleague's posted comments.Associated Courses and Groups:
Protected: Foundations & Frameworks Basic Course Summer 2022 - 36
- 9 months, 1 week ago
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Discussion Board 4.4: SPECS Experience Response
Read and consider the following prompts: Describe your experience in preparing for and participating in the CCS. What questions do you still have about the CCS? Once you have given the prompts some thought, go to https://www.clerestorylearning.com/forums/forum/discussion-board-4-4-specs-experience-response/ and write your response. After posting your own thoughts, review and respond to at least one colleague's posted comments.Associated Courses and Groups:
Protected: Foundations & Frameworks Basic Course Summer 2022 - 36
- 9 months, 1 week ago
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Discussion Board 5.1: Reading Assessment & Feedback
Read and consider the following prompt: Examine the characteristics of effective reading assessment, the benefits of instructive feedback, and the methods of optimizing those benefits. How do these pieces fit together? What implications are there for us as teachers? What possible connections might there be between these ideas and the pattern: know→use→integrate? Once you have given the prompt some thought, go to https://www.clerestorylearning.com/forums/forum/discussion-board…essment-feedback/ and write your response. After posting your own thoughts, review and respond to at least one colleague's posted comments.Associated Courses and Groups:
Protected: Foundations & Frameworks Basic Course Summer 2022 - 36
- 9 months, 1 week ago
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Discussion Board 5.2: Skill Development Assessment Practice
Closely examine the rubrics on page 53 and the four SPECS Log examples on page 54 of the Foundations & Frameworks Basic Course Book. How would you assess both the visual tool and the Discovery Synopsis for each one? Identify the level of achievement for the visual tool and Discover Synopsis (e.g., Meets Objective, Proficient) and explain your thinking for each example: A, B, C, and D. Go to https://www.clerestorylearning.com/forums/forum/discussion-board…essment-practice/ to post your achievement level and explanation for each example.Associated Courses and Groups:
Protected: Foundations & Frameworks Basic Course Summer 2022 - 36
- 9 months, 1 week ago
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Discussion Board 5.3: Assessment Review
Read and consider the following prompts: Review the details of each Foundations & Frameworks assessment. What will you learn about your students from each one? What will you learn about your students from the collection of assessment results? What questions about Foundations & Frameworks Assessment do you still have? Once you have given the prompts some thought, go to https://www.clerestorylearning.com/forums/forum/discussion-board…ssessment-review/ and write your response. After posting your own thoughts, review and respond to at least one colleague's posted comments.Associated Courses and Groups:
Protected: Foundations & Frameworks Basic Course Summer 2022 - 35
- 9 months, 1 week ago
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Discussion Board 5.4: Time & Priorities
Read and consider the following prompt: What components of the Foundations & Frameworks' unit are prioritized based on the time they are given? Why are those components emphasized? What questions do you have about the general guidelines? Once you have given the prompt some thought, go to https://www.clerestorylearning.com/forums/forum/discussion-board…-time-priorities/ and write your response. After posting your own thoughts, review and respond to at least one colleague's posted comments.Associated Courses and Groups:
Protected: Foundations & Frameworks Basic Course Summer 2022 - 36
- 9 months, 1 week ago
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Discussion Board 1.1: Reading Comprehension & Skill Mastery