How to Teach the Twelve Cognitive Processes 1713

How to Teach the Twelve Cognitive Processes 1713 This should start as early as 1st grade (or age 5—I don’t really be- lieve in grades). How do we do it? We design experiences for children that are age appropriate and talk about what will happen in those experiences be- fore they do them and how they can learn from and improve upon those experiences after they happen. Then they undergo a slightly more complex experience that builds on what they learned. The pro- cess is simple enough. The question is what experiences to design, how to design them.’ I should note that prediction is used as a teaching methodology in schools today, especially in reading. I suggested this in a book I wrote about teaching reading in 1978, and since that time (not necessarily because of that book) it has become more common to use prediction to teach reading. Also, high school kids are asked to make predictions in courses that cover current events. Kids predict sporting events or the sex of their in utero sibling. The idea that kids can make predictions is not a really radical point. My point is that prediction has to be the curriculum, not be ancillary to the curriculum. If we want children to predict well, we need to help them do that. As it stands now, they are on their own. As adults who have not been taught to predict well, they will make poor life decisions, predicting wrongly about how people in their lives (bosses, spouses, children, co-workers, etc.) will behave toward them after they take certain actions, for example. Yes, understanding is im- proved if one predicts the future actions of characters in a book one is reading—it helps a lot. And, reading is a skill that is very important. But it also helps to understand how to predict daily actions better and how to find out whether you were right and how to explain why you were wrong. Doing this consistently makes you better at predicting something more important than what an author has a character do in a story. How do we get good at making predictions about the outcome of actions? What outcomes do we need to predict? Every action we take involves a prediction. When we put one foot in front of the other in an effort to move our bodies forward, we are predicting that this will work, that we won't fall down, and that it won't hurt to do this. Sometimes we do fall or it does hurt. We learn this and compensate next time. This is learning in its most basic form. And obviously, we have been learning about walking since we were HOUSE_OVERSIGHT_023859