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--- instructional_resources [2010/03/18 05:01] – jtkorb
+++ instructional_resources [2010/10/10 06:46] (current) – jtkorb
@@ Line 25: / Line 25: @@
     * Experts have an organizational framework for their expert knowledge.
     * Monitoring of thinking. Not built in.
-    * Changes 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.
     * Problem solving example.
@@ Line 34: / Line 34: @@
     * Common error: make exams count. Encourages students to cram.
     * Limits on working memory.  Very limited in short term.  Thrashing ackowledge. 7 new items is max.
-    * Curse of knowledge common teaching mistake.  Requires student to buffer all the pieces until can be shown how thy fit together. Better to start with the big problem.
+    * Curse of common knowledge teaching mistake.  Requires student to buffer all the pieces until can be shown how they fit together. Better to start with the big problem.
-    * Learner needs to be challenged at the right level. Developing models, recogniIng relevant and irrelevant material. Checking on sense making.
+    * Learner needs to be challenged at the right level. Developing models, recognizing relevant and irrelevant material. Checking on sense making.
     * Feedback from teacher must be timely and specific.  Also need to know what and how to think about it.
-    * Sinnentag chap 21. Cambridge handbook of expertise.  Missing fro teaching but in experts:
+    * Sinnentag chap 21. Cambridge handbook of expertise.  Missing from teaching but in experts:
     * Debugging and testing
     * Communication and collaboration