instructional_resources
Differences
This shows you the differences between two versions of the page.
Both sides previous revisionPrevious revision | |||
instructional_resources [2010/10/10 06:43] – jtkorb | instructional_resources [2010/10/10 06:46] (current) – jtkorb | ||
---|---|---|---|
Line 26: | Line 26: | ||
* Monitoring of thinking. Not built in. | * Monitoring of thinking. Not built in. | ||
* Takes many hours of intense thinking to change brain wiring. | * Takes many hours of intense thinking to change brain wiring. | ||
- | * Example of code perception--how an expert sees the check for sorted example. Less tha 30% of CS students. | + | * Example of code perception--how an expert sees the check for sorted example. Less than 30% of CS students. |
* Content: isolated pieces to be memorized vs coherent structure. | * Content: isolated pieces to be memorized vs coherent structure. | ||
* Problem solving example. | * Problem solving example. | ||
Line 34: | Line 34: | ||
* Common error: make exams count. Encourages students to cram. | * Common error: make exams count. Encourages students to cram. | ||
* Limits on working memory. | * Limits on working memory. | ||
- | * Curse of knowledge | + | * Curse of common |
- | * Learner needs to be challenged at the right level. Developing models, | + | * Learner needs to be challenged at the right level. Developing models, |
* Feedback from teacher must be timely and specific. | * Feedback from teacher must be timely and specific. | ||
- | * Sinnentag chap 21. Cambridge handbook of expertise. | + | * Sinnentag chap 21. Cambridge handbook of expertise. |
* Debugging and testing | * Debugging and testing | ||
* Communication and collaboration | * Communication and collaboration |
instructional_resources.txt · Last modified: 2010/10/10 06:46 by jtkorb