When Students Seem Stalled. 6
By: 4 0 16 [, ] | [, ] |
Contributor(s): Betty K. Garner 5 6 [] |
Language: Unknown language code Summary language: Unknown language code Original language: Unknown language code Series: ; by Association for Supervision and Curriculum Development,2008: 46Edition: Description: Content type: text Media type: unmediated Carrier type: volumeISBN: ISSN: 2Other title: 6 []Uniform titles: | | Subject(s): -- 2 -- 0 -- -- | -- 2 -- 0 -- 6 -- | 2 0 -- | -- -- 20 -- | | -- -- At-risk student;Diferentiated instruction -- Communication Skills;Instruction -- Constructivism.;Student motivation. -- | -- -- -- 20 -- --Genre/Form: -- 2 -- Additional physical formats: DDC classification: | LOC classification: | | 2Other classification:| Item type | Current location | Home library | Collection | Call number | Status | Date due | Barcode | Item holds |
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| Book | PLM | PLM Periodicals Section | Periodicals | L 11 Ed83el (Browse shelf) | Available | PER 1117 WS |
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| L 11 Ed83el The Thought-Filled Curriculum. | L 11 Ed83el Thinking Is Literacy, Literacy Thinking. | L 11 Ed83el The Object of Their Attention. | L 11 Ed83el When Students Seem Stalled. | L 11 Ed83el Turning On the Lights. | L 11 Ed83el Whose Problem Is Poverty? | L 11 Ed83el The Myth of the Culture of Poverty. |
ABSTRACT : As an art teacher in a K-8 school, Garner frequently encountered creative, intelligent students who were unable to progress in their academic classes and were an enigma to their teachers. She conducted in-depth case studies of hundreds of such students, interviewing them about how they processed information. Analyzing these case studies, Garner identified key cognitive structures, psychological systems for gathering and processing information. She groups cognitive structures into three categories: comparative thinking, symbolic representation, and logical reasoning. Students who lack these cognitive tools, especially the foundational comparative thinking structures, struggle to comprehend and process information in any subject area, and often give up on themselves as learners. Yet it is never too late to develop cognitive structures; with awareness, teachers can strengthen these structures through almost any lesson. Garner details the components of comparative structures and provides examples of how teachers can identify lacks and initiate repairs. 56
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Endnote 1 My ongoing research on cognitive structures is based on the work of Feuerstein (1980); Piaget (1950, 1954); and Vygotsky (2006/1934). It is also influenced by Csikszentmihalyi (1991); Gardner (2006); Jensen (2005); Restak (2006); Sternberg (2004); and others.
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