Flashcards : Conceptual Transfer for Deep Learning — 61 cartes

The ability to use conceptual insights in new situations.

Repeatedly zooming in on details and zooming out to grasp patterns.

They help students learn deeply, think critically, and solve problems.

Seven out of nine planetary boundaries.

An organizing idea with distinct attributes shared across examples.

They are highly specific and support anchor or disciplinary concepts.

They are the most important concepts for that unit.

They are integral to a discipline and refined throughout the year.

They are seen across disciplines and relate to other concept types.

By connecting previous concepts to new ones and making repeated passes.

Making repeated passes through conceptual connections.

Because they see organized sets of ideas, not separate pieces.

Acquire concepts, connect concepts, and transfer conceptual insights.

Remembering facts and skills.

Specific conceptual relationships.

Applying learning to increasingly complex novel scenarios.

Construct and explain a web of conceptual connections and use them to solve new problems.

Deeper structural patterns.

Increasingly complex scenarios.

Examples and, when appropriate, non-examples.

Identify critical attributes.

State its definition, elaborate it, exemplify it, and illustrate it.

Explaining critical attributes in own words and generating personal examples and non-examples.

Find examples.

When useful.

With an example or non-example.

With a picture or metaphor.

Arrange concepts and decide if they form an order or cycle.

It begins with two concept hexagons.

They express relationships like necessity, causality, and opposition.

Acids and bases neutralize each other.

By looking for evidence that confirms, contradicts, qualifies, or complicates their understanding.

Where they saw a connection, how context supported the idea, and what evidence justifies their interpretation.

Objects, dots, and number lines.

Quantities, recognizable arrangements, positions, and movements.

They are general, transferable, and profound rather than obvious truisms.

Specific facts and skills.

Enduring understandings and a specific transfer goal.

Conceptual relationships.

General transfer to novel situations.

Begin with desired conceptual results.

Acceptable evidence using general transferable success criteria.

Learning experiences that lead toward transfer.

A compelling question, routines for acquiring, connecting, transferring concepts, and supporting visuals.

A device mapping one concept onto another based on similarities.

Noticing and drawing similarities across contexts.

By helping learners connect ideas to broader situations and prior knowledge.

Because both represent an unexpected element changing interpretation.

Retention was reported at -.24 on the barometer of influence.

Cheap dopamine comes from instant gratification activities, natural dopamine from growth and learning.

Comfort now can lead to extreme discomfort later.

Hard work now can lead to maximum reward later.

Authentic engagement avoids shortcuts and unrelated rewards.

It uses compelling questions connected to improving life or the world.

It teaches that challenge and improvement can feel good.

It uses analogies, expansive framing, movement, objects, and drawing.

Noticing concepts in situations.

Explaining relationships among concepts.

Using evidence from new contexts to transfer conceptual insights.

Equity, sustainability, well-being, sense-making, agency, and adaptability.

How understanding two concepts can help solve problems, improve the world, or shape identity.