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In chapter 2 of the Bransford book, we are reminded that experts give us clues about what successful learning looks like. First, give a brief synopsis of the DeGroot research detailed in the chapter. Next, give an example of an application of this research for your content area.
Expertise can sometimes hurt teaching because many experts forget what is easy and what is difficult for novice learners. (think…. the college professor who is an actual rocket scientist with whom you are trying to take an introduction to physics course). Reflect on whether or not you feel this phenomenon applies to your instructional practice?
3. In the short reading, Role of Deliberate Practice, it is suggested that “novices do not become
experts overnight”. Based on your readings this week, what is the key ingredient to moving
students from novice to expert? Do you think this movement from novice to expert is an
appropriate goal for your learners?
4. The final reading, The deep practice cell, is a partial excerpt from chapter 2 of the book, The
Talent Code, by Dan Coyle. After reading, how might the concept of myelin formation and
targeted mistake focused practice, influence your classroom practices?
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