Jesse Martin Society Guru

Jesse is #8 LinkedIn Global Top Voice 2017 - Education. He is a world leader in the integration of the science of learning into formal teaching settings. He is an Adjunct Associate Professor at the University of Lethbridge and Director at The Academy for the Scholarship of Learning. Huge advocate of the science of learning, he provides people with ideas about how they can use it in their classrooms. Jesse holds a PhD in Psychology from the University of Wales, Bangor.

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Science of Learning: The Motivation of an Audience

An audience has always been a part of any writing. In the past, an audience was an abstract entity or a “work of fiction” (Ong, 1975, p. 9) that was imagined by the writer. This imagined entity determined the form of writing, the voice the writer takes and the genre of the writing.

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Children and Thinking

Whenever I write about higher order thinking skills, I get bombarded with claims of success in teaching these skills to young children. Even a small amount of knowledge about brain development and higher order thinking skills must lead to the logical conclusion that this just isn’t happening.

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Metacognition Knowing what you Know Improvement Method

The foundation of metacognition is knowing what you know and what you don’t know. This is based on a feeling. When you know (or think that you know) that you know something, there is a feeling of certainty. My students and I looked into this a few years ago. Our measurements showed us that first-year university students were able to ascertain whether or not they knew something was at a chance rate. After a few weeks (six) we were able to teach them to recognize that feeling with a greater degree of certainty.

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Tick-Box Learning

Education is (or should be) about learning. However, as we became fully immersed in the modern accountancy or administrative mode of education, everything in education must be accounted for and accountability has become a primary concern for teachers.

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Learning Metacognition as Higher Order Thinking

I have written in the past about the two levels of metacognition with the higher order allowing an individual to use a full suite of higher order thinking skills across any context. How is this kind of thinking achieved?

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