Debra Crouch

Brian Cambourne and I recently recorded a podcast for PEBC with the brilliant Michelle Morris Jones pebc.org/podcast/made-f…

Thank you for inviting us! We are so excited to hear from readers of our book. @BCambourne #g2great

A8 Finding and sharing stories of how well-known people made learning “their own”. Show examples of and explain thinking behind their transformations. Ex: King’s civil disobedience, Fauci’s medical leadership, Biles’ gymnastic moves, Beyonce’s everything! #G2Great

A7 The second statement reinforces the notion that “teaching is a response to learning” rather than vice-versa. Historically, we are “prisoners” of a view that positions learning as a result of a teacher giving “stuff” to students. Our language reinforces this viewpoint. #G2Great

Funny how when we begin educating adults, all we know about learning goes out the window sometimes! #g2great

A6 Make explicit your expectations for student preferences in responding and applying what was demonstrated. Offer and model a range of response possibilities (ex: written, crafted, oral, musical or other artistic media). Always give students choice in how they respond. #G2Great

A6 Teach with a sense of awe. Be passionate about your content. Convince them that learning is exciting, interesting, and will enable them to attain what they value in life (ex: going to college, playing a sport, doing science experiments, being an artist/activist). #G2Great.

A5 Encourage students to avoid using words like “mistakes” and “error” and replace them with “approximation” or “attempts.” The words “mistake” and “error” frame thinking and learning as right or wrong. Much historical baggage and judgment is associated with the words. #G2Great

So on topic, Kitty! Warms my heart too #g2great

Peter Johnston is my hero (along with Brian) with his "notice and name" idea #g2great

Aren't children so fabulous! I miss them so much right now! #g2great

A4 Encourage students to share their approximations with the whole class and discuss the process they used to make it (this supports student engagement). During lessons, say: “Let’s pause for a moment. Can you share your thinking and how you came up with that idea?” #G2Great

New visual of Cambourne's Model of Learning #g2great

A4 Convince learners that “approximations” are valued & necessary aspects of the learning process. Ask Qs like: “Will you share your approximations with us? What did you try that didn’t work out? Why do you think it didn’t work?” #G2Great

A3 Use classroom language to continually reinforce the idea that learning is meaning-making and encourage students to use the same language. Ask “What meanings did you make? How does your idea fit with others’ meanings?” #G2Great

A2 The Condition of Engagement requires learners see themselves as “doers” or “owners” of what is being learned. Teacher’s role is to design effective learning settings which promote deep engagement, not compliance/regurgitation. #G2Great

A2 We have to have cognition in order to have metacognition. #g2great

Oops--Twitter newbie!! #g2great