Week+00+Overview+SGuinn

Now that I added a new page, I can't remember why I did! Now that I figured out what I'm supposed to do, somewhat, I must finish reading so that I can answer the questions!

The sciences of learning are comprised of learning with understanding, pre-existing knowledge, and active learning (Bransford, Brown, & Cocking, 2000). Learning with understanding is not just the memorization of facts and procedures; it is an understanding of the why and how concepts have developed. Donovan and Bransford (2005) state that learning with understanding is "to develop competence in an area of inquiry, students must (a) have a deep foundation of factual knowledge, (b) understand facts and ideas in the context of a conceptual framework, and (c) organize knowledge in ways that facilitate retrieval and application" (p. 1). Pre-existing knowledge is taking into account any preconceived notions that a students may have on a certain topic. It may be knowledge a student has learned at home, from television, past experiences, etc. Fuson, Kalchman, & Bransford (2005) illustrated the concept of pre-existing knowledge with an example from different students who were defending their method for subtracting two-digit numbers. Some learn different algorithms than what is considered the norm from outside the classroom. Sometimes the different method is correct and valuable to others and other times the method is incorrect, but it can be used a teachable moment to help the whole class to distinguish the error and how to correct it. These teachable moment lead into active learning. When a student can defend his/her position in regards to a topic, effectively absorb positive feedback, and modify his/her stance, then active learning is taking place. Bransford, Brown, and Cocking (2000) define the activities that support active learning as metacognition. "Metacognition refers to people's abilities to predict their performances on various tasks and to monitor their current levels of mastery and understanding" (p. 12).
 * What are the learning sciences?**

As educators, we should be actively engaged in our students education. That requires us to teach beyond the basic facts, algorithms, etc. We need to know each one of students and their background information. Their pre-existing knowledge is what will help them along the journey of education or create roadblocks. We must be facilitators, GPS navigators, to aid them in their journey. As we help them along, we should constantly have the students discuss their thought processes, both verbally and in a written format.
 * Why are the learning sciences important to educators?**

An effective teacher teaches with these learning sciences on a regular basis. In mathematics,kill and drill is a phrase that is used frequently. Yes, I will be the first to admit that having fact families memorized backwards, forwards, upside-down, inside-out, while standing on one' s head, blindfolded, and with one arm tied behind one's back is vitally important to one's future success in mathematics, it is not the only predictor of success. The student must also understand how the fact families relate to each other. The student's success in algebra relies on the understanding as well as the ability to rattle off the correct answer of "eight time seven". An effective teacher also take takes the time to develop a repoire with each individual student. This allows the teacher the opportunity to take into consideration any pre-existing knowledge of mathematics. By allowing the student to discuss his/her methods will boost self-esteem, which is vitally important in mathematics. Also, by providing constructive criticism when the pre-existing knowledge needs correction, the teacher is able to help other students with the teachable moment. Finally, active learning allows the student to take control over his/her math education, math phobias, or even math dreams. Each student needs to take the time to reflect over his/her thought processes. Those students who learn mathematics at a slower pace need the experience in order to move the new information into the concrete. Those students who catch on to the mathematics quickly need to reflect on other methods. An effective teacher is able to accomplish the sciences of learning on a daily basis.
 * Why are the learning sciences important to math and science educators?**

Bransford, J., Brown, A., & Cocking, R. (Eds.). (2000). //How People Learn: Brain, Mind, Experience, and School - Expanded Edition//. Retrieved May 31, 2012, from [] Fuson, K. C., Kalchman, M. & Bransford, J. D. (2005). Mathematical understanding: An introduction. In J.D. Brandsford, & M.S. Donovan (Eds.), //How Students Learn: History, Mathematics, and Science in the classroom // (p. 217-256). Washington D.C.: The National Academies Press.
 * References**