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Discovery Seminar: Investigate Your Learning
Rating: 4.4 out of 5(3 ratings)
891 students

Discovery Seminar: Investigate Your Learning

If you're interested in becoming more successful in the classroom, then this course is for you.
Created byDon Lucas
Last updated 12/2021
English
English [Auto],

What you'll learn

  • Expect to explore your definition of success.
  • Expect to understand how your learning is affected by your attitude, effort, and life circumstances.
  • Expect to become aware of the relationships between your attention, learning, and memory.
  • Expect to know what is inhibiting and facilitating your success.
  • Expect to research your success and the psychology of learning.
  • Expect to gain educational tools rooted within the psychology of learning.
  • Expect to analyze and compare success in your current classrooms to success in your ideal classroom.

Course content

1 section • 17 lectures • 1h 20m total length

  • Read this first0:21
  • Video: INTRODUCTION3:23

    Explore your learning through a self-paced discovery seminar driven by curiosity, using short videos and activities to explore attention, memory, and the psychology of learning in current and ideal classrooms.

  • Expectations
  • Video: ON BEING SUCCESSFUL1:25
  • Pretest
  • Video: THREE INGREDIENTS OF STUDENT SUCCESS3:22

    Explains how attitude, effort, and life circumstances determine student success in the classroom. Highlights a seminar with theoretical and introspective classrooms and uses vignettes to explore attention, learning, and memory.

  • Storytelling
  • Video: A STUDENT'S CLASSROOM MODEL2:34

    Explore the four-part student classroom model—environment, attention, learning, and memory—and how environment, senses, life circumstances, and the teacher and other students shape attention and memory in a linear progression.

  • Environment Activity
  • Video: ATTENTION1:52
  • Attention Activity
  • Video: LEARNING1:21
  • Learning Activity
  • Video: MEMORY2:03
  • Memory Activity
  • Video: CLOSURE0:41

    Engage in closure by completing final activities to bring this discovery seminar on the psychology of learning to a close, and share your thoughts, comments, or questions.

  • Celebrating
  • Celebrating for the Last Time
  • Printable version of the "Student Classroom Model"

    Printable version of the "Student Classroom Model"

  • Vocabulary1:41

    Definitions of vocabulary terms used throughout the videos.

  • References2:24

    References used throughout the videos.


  • Epilogue PART 17:41

    Sex education and its lack thereof in the United States is a real-world example of what happens when learning is intentionally and systematically suppressed.

  • An Afterthought PART 1
  • Epilogue PART 27:10

    Sex education and its lack thereof in the United States is a real-world example of what happens when learning is intentionally and systematically suppressed.

  • An Afterthought PART 2
  • Epilogue PART 312:05

    Sex education and its lack thereof in the United States is a real-world example of what happens when learning is intentionally and systematically suppressed.

  • An Afterthought PART 3
  • Epilogue PART 414:26
  • An Afterthought PART 4
  • Epilogue PART 517:42

    Sex education and its lack thereof in the United States is a real-world example of what happens when learning is intentionally and systematically suppressed.

  • An Afterthought PART 5

Requirements

  • To be curious and for you to allow your curiosity to drive your learning.

Description

I’ve been in the classroom for 50 years—as either a student or teacher, and I’ve heard students and teachers say A LOT about learning during this time, a very brief list of what I’ve heard follows—you can decide whether a student or a teacher was saying these things. 

“Zoom sucks!”

“I’m bored.”

“I’m overwhelmed.”

“I can’t ‘get it’.”

“I just don’t ‘get it’.”

“Don’t listen to music when you are studying!”

“Listen to music when you are studying”

“Just study hard for this test!”

“Just study long for this test!”

“Just memorize it.”

“Just make it meaningful.”

“Just make it fun.”

“Just work hard.”

“Just get a good teacher.”

“Here are some study skills.”

“Take good notes.”

“I need your undivided attention.”

“Pay attention.”

“Don’t be nervous.”

“Don’t be relaxed.”

“Don’t be distracted.”

“Get a good night’s sleep.”

The WEIRD thing is, with all that I’ve heard about learning, RARELY have I ever heard students or teachers talk about what learning ACTUALLY IS. 

Maybe, if students and teachers knew what learning is—at its basis, then learning would be EASIER; and learning would more likely and naturally occur?

Welcome to the Discovery Seminar: Investigate Your Learning, where I promise you will:

Explore your definition of success.

Understand how your learning is affected by your attitude, effort, and life circumstances.

Become aware of the relationships between your attention, learning, and memory. 

Know what is inhibiting and facilitating your success.

Research your success and the psychology of learning.

Gain educational tools rooted within the psychology of learning.

Analyze and compare success in your current classrooms to success in your ideal classroom.


Who this course is for:

  • For students interested in being more successful in the classroom.

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