Tag Archives: pedagogy

How to know if your student is really learning: “If you can’t teach it you don’t know it”

We hear it all the time. Students say, “I get it when my teacher shows it to me, but I can’t do it on the test.” Then parents tell us that their child “doesn’t test well.”

When children say, “I get it when my teacher shows me,” what they’re really saying is that they didn’t learn it for themselves.

Turning New Knowledge into Prior Knowledge

The process of turning “New Knowledge” (NK) into “Prior Knowledge” (PK) is what I call “internalization.” When our brain receives new information, it looks to store it somewhere meaningful. If there is no related PK to connect it to, then the NK remains just that, unrelated, unconnected information that has no lasting memory.

However, when the NK finds a comfortable home, it is connected to meaningful PK and can now begin the process of internalization, that is going from NK to PK.

Kids get this. Continue reading

Teaching or learning: teachers, which would you prefer? If you want it, sell it!

I hate my teacher!

Teachers, I can’t tell you how much I hear from kids that they’re ready to learn, but their teacher keeps getting in the way.

Yep, we hear it all the time, “I hate my teacher!” But if we listen behind the angry words, what kids are really saying is that they’d rather like than hate their teachers. Continue reading

Music for the classroom: pedagogy from music lessons with Chris Bromley

CJB_guitar-magicMusic for the classroom: pedagogy lessons from music lessons with Chris Bromley

Student Success Podcast No. 12
Jan. 9, 2014 (* interview recorded Nov. 22, 2013).

Today’s Guest: Chris Bromley

Christopher discusses his strategies for teaching music and compares learning music with regular classroom learning. His music program, School of Rock, holds strong examples and practices that can be employed in the traditional classroom. One of the biggest lessons Chris brings to classroom teachers is the need for students to practice independently, exploring and building curiosity and interests independently, then applying it — performing it – in the larger classroom. Continue reading