The brush of your steps.

Two plus signs and a beat, This one's for you, I'm spilling knowledge so quit saving copper. We grew in green But mine was called a tree, The one that society cropped up The one you pay to go see. You are the poster child of fear, You sit in comfort for years, But under experience You've got nothing, oh dear. Realize that its not everything, Utilize its power and value it, Journey into the unknown, Sacrifice everything, begin to feel. I care. I dare. I embrace despair. But your sheltered nurture has you scared, looking to be chaired. In case your lyrical virginity got lost in a game, realize. It's not the bills in my pocket It's the skill in my rocket. In the stress of silly ideals, You found comfort in keys, You forgot to cherish the beats, You feared the streets. And for what, in your attempt to conform, You did everything but forgot... the norm is not everything. Sure, you'll survive, but did you live?

                 Tread carefully when applying theories that you believe about the brain to learning. A lot of the myths that are quickly debunked in the chapter often have an effect on learning strategies for students that may not actually benefit them. It is important to look at the brain and focus on what we are most certain about, as this is what will benefit our learning. First and foremost, we have an understanding about the structure of our brain and how it is formed. Like a sculpture artist who starts with a block and ends with Abraham Lincoln, our brain too has over produced synapses, and essentially keeps the ones we use. This would be supported by why it is so much easier to learn languages when we are children. Further, the other way the brain’s connections are formed are from nothing. As we learn, it seems to be the case that experience creates new synapses where they were none previously, and this is incredibly fascinating be...

Why do they teach students reading, writing, and mathematics before they teach them how to eat? Think about that as I go through a review of this chapter to lead to my point. Learning in schools involves the core concept of abstracting knowledge to make it transferrable to other scenarios, mainly, as the chapter concludes, to everyday life. Transfer is the process through which you learn something bigger than mathematics or something bigger than that physics problem. Some would argue it is the overall increase in understanding. In order to achieve this transfer, one must have the passion and desire to do these things. This is where we should start most of teaching, in motivation. The study and understanding of how to create motivation in students is particularly, what, to me, makes a great lecture. Learning requires an in depth understanding of the representation of knowledge in the human brain. This understanding will allow you to make better connections with your students, and to re...

This chapter evaluates the ideas and thought processes that go through in an expert’s mind in order to better understand the idea of education and teaching. It then correlates that with effective teachers (noting that expertise in a field does not make you an expert teacher in that field), a nd how understanding ‘pedagogical content knowledge’ is of upmost importance for effective teaching. In short, we need to understand how the students we are teaching are thinking and what knowledge they bring to the table in order to allow them to understand new content. This ability to understand new content however comes with a condition. In order for a student to truly understand new material, he must understand the breadth and depth of his own knowledge. It is the path to this understanding that takes students from being novices to experts. As the chapter so brilliantly illustrates, experts use to be those who knew all the answers, or could at least fake to do so, but that was flawed in its ve...

I am reading the book How People Learn and writing reviews which are encouraged to have your thought on the chapter, which makes me love writing these. Here's my first one, the next ones to come will just be the small summary and my thoughts: It has become evident in education that learning by teaching the facts and assuming every student is equal is a flawed approach. The understanding of what the student knows, and his ideas about the subject matter are of incredible importance prior to introducing new material for learning. Learning is not a process of filling a glass with lemonade, but rather mixing the glass that may have some ingredients, but lacks the remaining, with what it is missing, and possibly removing ingredients that are not needed, to make the lemonade. It is this process that will create a lasting impression on the student. The first chapter of the paper expresses its subjects in a very orderly manner, tackling education in general at first, and then the actual ...