Engines for Educators

This is the default view on the book. It is for those who are interested in how people learn and what that says about how we should educate them.

Engines for Educators

• What is this Book About?
  • Why Schools Fail To Teach Our Children
  • Purpose of Engines for Education
  • Roger Schank and Education
  • Computers and Education
  • What this Book Contains
• Time for a Change
  • School Versus Reality
    • Classroom Learning
    • Learning Prior to School
    • Failure and Education
  • The difference between learning and schooling
    • Formal Education vs. Childhood Learning
    • Percy's Dream
      • Example of Natural vs. Formal Learning
      • Boring Science Assignments
      • Learning Process Reversed
      • Problems with Traditional Classroom Biology
      • Tapping A Child's Interests
      • Why Biology Lab is No Fun
    • Schools Fail to Use Students' Natural Questions
    • Studying to Forget
      • Studying vs. Practicing
      • Faulty Indexing
    • Succeeding in School Today
    • What Grades Do
      • The Effect of Grades
      • Fear and Students
  • The Failure of Schools
    • The Failure of Schools
    • Who Cares About The Students?
      • The Goals of the Schools
      • Goals Underlying Education
      • Students Learning Naturally
      • The Goals of the Current Educational System
    • Leveraging Curiousity
      • Students Should Learn to Question
      • Questions in Class
      • Asking the Right Questions
      • Classroom Discussion
    • Fixed Curricula
    • Where's the Fun?
      • Motivation in the Classroom
      • Curiosity vs. Curriculum
      • The Cause of Conformity
    • Teaching Children in the Classroom
    • Forcing Teachers Into the Wrong Roles
      • Motivator vs. Expert
      • Role of Feedback
    • The Testing Obsession
      • Testing
      • Inflexible System
      • Piaget and Intelligence Tests
      • Testing Everyday Knowledge
      • Multiple Choice Tests
      • The Right Answer System
      • Testing and the Love of Learning
      • Problems with Standardized Tests
      • Solving the Testing Problem
  • Top Ten Mistakes in Education
• What Makes People Smart
• Thinking About Educational Reform
• The Mechanics of Intelligence
• Human Reasoning
• Case-Based Reasoning
• What Are Cases?
• Cases
• Cases of Sending Troops
• Reminding
• An Example of Case-Based Reasoning
• The Budding Sushi Expert
• Building Expectations
• Repairing Expectations
• Expectation Failure
• Cases and the Process of Fixing a Broken Generalization
• The Right Time to Generalize
• The Problem with Expert Systems
• The Value of a Misguided Generalization
• Human Memory
• Learning and Memory
• The Importance of Memory
• An Experiment in Memory and Knowledge
• How People Usually Think Memory Works
• The Warehouse Model of Memory
• The Error of the Warehouse Model
• How Memory Actually Works
• The Dynamic Memory View
• An Example of Dynamic Memory
• The Structures in Memory
• Looking at the Structures in Memory
• The Purpose of Memory Structures
• Memory Structures
• Scriptlets and MOPs
• The Role of Questioning in Memory
• Questions Driving Knowledge
• Asking Questions to Build Knowledge
• Questions Lead to Answers
• The Importance of Good Indices
• The Fundamental Lessons of Learning Theory
• Cultural Unliteracy
• Lists and Designing Curricula
• Cultural Literacy
• The Cultural Literacy Movement
• E.D. Hirsch Jr. and What Your First Grader Should Know
• Cultural Literacy Gaining Ground
• Goals of Cultural Literacy
• Flaws in Hirsch's Program
• What Hirsch Wants
• Hirsch's Theory of Knowledge
• Cultural Literacy and Schema Theory
• The Role of Background Knowledge in Communication
• The Importance of Concrete Knowledge
• Hirsch and Knowledge Building
• The Cultural Literacy List
• Automatic Learning
• Hirsch and Schemas
• Hirsch and Today's Curricula
• Children and Schemas
• Knowledge and Lists
• The Example of Reading
• The Reading Process and Background Knowledge
• Hirsch and Schema Theory
• Hirsch's Reading Method
• Would You Like to Learn From a List?
• How Schools Teach Literacy Lists
• Hirsch's Method for Cultural Literacy
• How You Learn Matters!
• Transfer Model
• The Acquisition Hypothesis
• How Children Can Learn So Much
• Knowledge and the Natural Learning Process
• Indexing Facts
• Memorizing Doesn't Work
• What the Experts Say About Memorization
• Where Is That Fact When You Need It?
• Mike Royko and Cultural Awareness
• The Unliteracy Policy
• Dangers of Literacy Lists
• Natural Learning
• Natural Learning
• Progressivism
• History of Progressivism
• Progressivism's Impact
• Implementing Progressivism Today
• Learning by Experience
• How Natural Learning Works
• The Learning Waterfall and Natural Learning
• How to Teach Using Natural Learning
• The Teaching Architectures in the Learning Waterfall
• The Teaching Architectures
• The Five Teaching Architectures
• Implementing the Teaching Architectures
• Computers Helping Schools Address Natural Learning
• The Niche for Software
• If You Are Not Interested in Computers
• Getting the Schools to Play Ball
• Learning By Doing
• Learning by Doing
• Example of Learning by Doing
• Drawbacks to Learning By Doing
• Realistic Learning Situations
• Computers and Learning by Doing
• Using Simulators to Teach
• Different Simulators for Different Skills
• The Need for Coaches
• A Simulation for Learning A Foreign Language
• Dustin
• Using Dustin
• Dustin: Putting the Student in Charge
• Education Elements in Dustin
• Applying Dustin to Other Simulations
• ChimpWorld
• A System for Building Social Simulations
• GuSS
• GuSS as Unique Training System
• Yello: Selling to Simulated Customers
• George: Simulated Consulting
• George
• Scenes from George
• Simulators as Complete Teaching Systems
• Complaints about Simulations
• Simulations and the Learning Waterfall
• Computers Can Support Learning by Doing
• Incidental Learning
• How You Know Things Without Trying
• Using Incidental Learning
• The Harm of Teaching a Fixed List of Facts
• Failure of Extrinsic Motivation
• Road Trip
• Teaching Geography Using Incidental Learning
• Road Trip: The Geography Un-Lesson
• Road Trip's Video Collection
• Videos in Road Trip
• Road Trip's Route
• Road Trip Teaches Geography
• Students Like Road Trip
• Fourth-Graders Don't Drive!
• Premise of Incidental Learning
• The Opportunity of Incidental Learning
• Learning By Reflection
• Children as Teachers
• Insightful Questions
• Asking Good Questions
• Students Need to Ask Questions
• Students Need To Explain Things to Themselves
• Programs That Assist Learning By Reflection
• The Sounding Board
• Sounding Board Model of Teaching
• The Sounding Board
• The Premise Behind Sounding Board
• A Dialog with Sounding Board
• Asking the Right Questions
• Questions in Sounding Board
• Generally Useful Questions
• Sounding Board and Learning by Reflection
• Helping Children Learn to Read
• Johnny Can't Read
• Reading and Understanding
• Reading Is Based On Understanding
• Good Readers
• The Way Reading Is Typically Taught
• Teaching Reading
• Teaching a Child to Understand
• Main Task of Teaching Reading
• Obstacles in Reading
• Understanding to Read Well
• Teaching Reader with the Movie Reader
• Movie Reader
• Movie Reader Teaches Comprehension
• Reading Method of Movie Reader
• Using Movie Reader
• A Session with Movie Reader
• Movie Reader and Questions
• A Criticism of Movie Reader
• Understanding Should Precede Reading
• Case-Based Teaching
• Learning from Failure
• Experts Teaching from Cases
• How to Teach Using Cases
• Teaching with Cases
• The Central Issues of Case-Based Teaching
• Case-Based Reasoning in the Real World
• Creanimate
• The Creanimate Project
• Teaching Science with Creanimate
• Using Creanimate
• Creanimate: The Right Stories at the Right Time
• Creanimate: Case-Based Education
• The Students Who Used Creanimate
• Cognitive Styles
• Case-Based Teaching in Action
• The Sine Qua Non of Case-Based Teaching
• Learning by Exploring
• Learning by Exploring
• Difficulties in Implementing Learning by Exploring
• Exploring in Today's Schools
• Using Computers to Aid Learning by Exploring
• The Learning by Exploring Architecture
• Video Databases
• Making a Database Accessible
• ILS Programs that Help with Learning by Exploring
• Conversational Computers
• Answers for Your Questions
• ASK Systems
• The Development of Ask Systems
• TransASK
• An Ask System for TRANSCOM
• The Role of TransASK
• ASK Systems and Books
• Agents to Bring You the World's Stories
• It's Not Easy for Students to Access Experts
• Conversational Agents
• Agents in the Story Archive
• The Scientific Agent
• The History Agent
• The Economics Agent
• The Psychology Agent
• The Dramatic Agent
• The Logic Agent
• The Thematic Agent
• The Descriptive Agent
• Student Interests
• The Technology of Accessibility
• Goal-Directed Learning and Creating the Software We Need
• Goal-Directed Learning
• Schools and Students' Goals
• How Goals Direct Learning
• Sickle Cell
• Creating Active Learning Environments
• Sickle Cell: Making Science Fun
• Testing Sickle Cell
• The Challenge in Sickle Cell
• Broadcast News
• Broadcast News
• Learning with Broadcast News
• Using Broadcast News
• Broadcast News: Learning By Doing
• Teaching Architectures in Broadcast News
• Don't Force Knowledge on Students
• Principles of Quality Software
• Creating the Software We Need
• Educational Software Now!
• Who Wants Educational Change?
• The Limits of "Software Titles"
• Software for Curricula
• How Will The Software Get Built?
• ILS and Real World Savings
• The Need for Tools
• Goal-Based Scenarios and the Open Curriculum
• Today's Dangerous Curriculum
• Difficult Curriculum
• Development of Current Educational Models
• What Should People Know?
• What Kinds of Things Are There to Know?
• Types of Knowledge
• Distorted Facts
• What Should a Course Contain?
• What a Curriculum Should Contain
• Better Courses
• Facts, Subjects, and Domains
• Good and Bad Teaching
• How to Build A Course
• Redesigning Courses
• Goal-Based Scenarios
• The Pieces of a GBS
• The Target Skills of a GBS
• The Mission of a GBS
• The Cover Story of a GBS
• The Focus of a GBS
• The Operations of a GBS
• Putting a Goal-Based Scenario Together
• Designing a Goal-Based Scenario
• Identifying Target Skills
• Developing a Mission
• Choosing a Focus
• Creating a Cover Story for a GBS
• Planning the Operations of a Goal-Based Scenario
• Building Environments in Goal-Based Scenarios
• Target Skills of a Civil War GBS
• A Mission in a Civil War GBS
• The Focus of a Civil War GBS
• The Cover Story of a Civil War GBS
• Operations in a Civil War GBS
• A Learning Environment in a Civil War GBS
• A Biology Curriculum of GBSs
• GBSs Tie Together Different Subjects
• What Should a Curriculum Contain?
• Open Curricula
• Knowledge and Goals
• Back to Basics Problems
• Assessing Student Needs
• How to Use GBS's in an Open Curriculum
• GBSs in an Open Curriculum
• The Basic Processes
• Teaching Processes
• Teaching to Individuals
• Changing Schools for Better Education
• Disengaged Students
• A Look to the Future
• The Future of the Book
• Considering the Future of the Book
• The Future of the Reference Book
• The Future of the Non-Fiction Book
• The Future of the Novel
• The Book and the Horse-Drawn Carriage
• The Future of Home Video
• Considering the Future of Home Video
• Practical Requirements
• The Impact on Business
• Doing Business in the Information Age
• Knowledge as a Business
• Problems with Information Distribution
• Who Will Step Up to the Plate?
• Epilogue
• Learning is Fun
• Eight Things That Can Be Done
• The Student Bill of Rights