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AS Sociology through Mind Maps (dyslexic version – triple the length of the other manuals) eBook: Robert Loxford, Sarah Parey, Chris Sivewright: leondumoulin.nl
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Consumer Product Safety Commission U. Department of Education U. Environmental Protection Agency U. National Library of Medicine U. So what is a mental model? As the name suggests, it is a simplified representation of the most important parts of some problem domain that is good enough to enable problem solving. One example is the ball-and-spring models of molecules used in high school chemistry. A more sophisticated model of an atom has a small central ball the nucleus surrounded by orbiting electrons. Students have existing ideas about … phenomena before viewing a video.
If the video presents … concepts in a clear, well illustrated way, students believe they are learning but they do not engage with the media on a deep enough level to realize that what is presented differs from their prior knowledge … There is hope, however. Your goal when teaching novices should therefore be to help them construct a mental model so that they have somewhere to put facts.
The cognitive differences between novices and competent practitioners underpin the differences between two kinds of teaching materials. A tutorial helps newcomers to a field build a mental model; a manual , on the other hand, helps competent practitioners fill in the gaps in their knowledge. Tutorials frustrate competent practitioners because they move too slowly and say things that are obvious though they are anything but obvious to novices.
One of the reasons Unix and C became popular is that[ Kern , Kern , Kern ] somehow managed to be good tutorials and good manuals at the same time.
These are usually simple to correct. We can address these by having novices reason through examples where their models give the wrong answer. This is called formative assessment because it forms or shapes the teaching while it is taking place. For example, a music teacher might ask a learner to play a scale very slowly to check their breathing. The learner finds out if they are breathing correctly, while the teacher gets feedback on whether the explanation they just gave made sense.
The counterpoint to formative assessment is summative assessment , which takes place at the end of the lesson. Unfortunately, school has trained most people to believe that all assessment is summative, i. Making formative assessments feel informal helps reduce this anxiety; in my experience, using online quizzes, clickers, or anything else seems to increase it, since most people today believe that anything they do on the web is being watched and recorded. The most widely used kind of formative assessment is probably the multiple choice question MCQ. A lot of teachers have a low opinion of them, but when they are designed well, they can reveal much more than just whether someone knows specific facts.
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If she chooses , she is treating each column of numbers as a separate problem. If she chooses 43 then she knows she has to carry the 1 but is carrying it back into the column it came from. Again, this is a different mistake, and requires a different clarifying explanation from the teacher. Each of these incorrect answers is a plausible distractor with diagnostic power. The spread of responses to a formative assessment guides what you do next.
If enough of the class has the right answer, you move on. If the majority of the class chooses the same wrong answer, you should go back and work on correcting the misconception that distractor points to. If their answers are evenly split between several options they are probably just guessing, so you should back up and re-explain the idea in a different way. Repeating exactly the same explanation will probably not be useful, which is one of things that makes so many video courses pedagogically ineffective.
What if most of the class votes for the right answer but a few vote for wrong ones? In order to come up with plausible distractors, think about the questions your learners asked or problems they had the last time you taught this subject.
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You can also ask open-ended questions in class to collect misconceptions about material to be covered in a later class, or check question and answer sites like Quora or Stack Overflow to see what people learning the subject elsewhere are confused by. In my experience, once I do this I automatically write the lesson to cover the most likely gaps and errors. Whatever you pick, you should do something that takes a minute or two every 10—15 minutes to make sure that your learners are actually learning. Instead, the guideline ensures that if a significant number of people have fallen behind, you only have to repeat a short portion of the lesson.
Formative assessments can also be used before lessons.
If you start a class with an MCQ and everyone answers it correctly, you can avoid explaining something that your learners already know. Given enough data, MCQs can be made surprisingly precise. By interviewing a large number of respondents, correlating their misconceptions with patterns of right and wrong answers, and then improving the questions, its creators constructed a diagnostic tool that can pinpoint specific misconceptions.
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Working formative assessments into class only requires a little bit of preparation and practice. As a rule, you should only include a joke in a lesson if you find it funny the third time you re-read it. Every piece of data is stored in a two-part structure. The first part says what type the data is, and the second part is the actual value.
Lists, sets, and other collections store references to other data rather than storing those values directly. They can be modified after they are created, i. When code is loaded into memory, Python converts it to a sequence of instructions that are stored like any other data. When code is executed, Python steps through the instructions, doing what each one tells it to in turn. Some instructions make Python read data, do calculations, and create new data. Other instructions control what instructions Python executes, which is how loops and conditionals work. Yet another instruction tells Python to call a function.
Function parameters are just another kind of variable. When a variable is used, Python looks for it in the top stack frame. When the function finishes, Python erases its stack frame and jumps backs to the instructions it was executing before the function call. I use this cartoon version of reality whenever I teach Python. After about 25 hours of instruction and hours of work on their own time, I expect most learners to have a mental model that includes most or all of these features.
What is one mental model you use to understand your work?