Digischol

One of the fundamental principles of my teaching is to recognize that whatever the immediate academic need that we meet is only a larger element of mosaic which constitutes the whole student. The notes, although important, are only comments and high notes should not be an objective of the excellence of education, but rather an excellent education.

I was lucky to have a mentor who understood the deep difference between understanding and simply awareness. As a classic trained engineers, we learn to grasp the first principles – the fundamental constituent elements of any larger system – so that regardless of the complexity of a problem, we can always return to these foundations to understand even the absurd complex.

Our classrooms are filled with students who excel in studying for specific test models, which effectively memorize and which can regurgitate knowledge when they are very well invited. But there is a big difference between this type of performance and really owner Knowledge in a way that can be deployed in new contexts and challenges.

In my educational practice, we prioritize the construction of robust mental models on memorization and test performance. This approach does not concern so much the rejection of notes – it is a question of creating the in -depth understanding which naturally leads to better school performance while preparing students with real problems than the life present beyond the class.

A mental model is essentially the way we organize and connect knowledge in our minds. This is the framework that allows us to link new information to what we already know, to apply concepts in different fields and to adapt our understanding when we meet new situations.

Mental models help us answer critical questions:

• How do these new knowledge connect to what I already understand?
• How can I apply this concept in different contexts?
• How does this information change or improve my previous understanding?
• What questions are based on this new perspective?

As a constructivist, I believe that learners must not only have their mental models, but must actively participate in their creation. You build your own understanding by assimilating new information in your existing knowledge.

Consider this: you spend an entire evening memorizing 100 random figures and perhaps recite them perfectly the next day. But I ask: How did this advance your understanding of the world?

This is not the case. However, this is precisely what many students do. They do not memorize random numbers, but they memorize isolated facts without creating significant connections. The information remains compartmentalized, ready to be regurgited for a test but not integrated in a framework which allows a more in -depth understanding or a practical application.

Recently, I worked with a pre-algebra student on the quadratic formula. She was already competent with the procedure – identifying the coefficients and plugging them into the formula she had memorized. We could have simply practiced this skill, but it would have added little value.

Instead, I asked him to explain the meaning of the figures we find. She correctly identified them as solutions to quadratic. I then asked where we could find these solutions on a graph – where would they be? We have explored how different discriminating values ​​would affect these solutions.

We have drawn several quadratic to connect its understanding of the roots calculated with their visual representation as points where the parable crosses the axis of the x. Finally, we derived the quadratic formula by completing the square.

I shared with her that I did not have the memorized formula – if someone asked me to recite it cold, I would need a moment. And it’s perfectly good, because I can derive it from the first principles even if I miss my memory. It is the power of understanding in relation to memorization.

In my assembly programming class for secondary students, we focus on a specific implementation of an assembly language, but we systematically read them with large IT principles which strengthen the fundamental understanding of any future in computer science.

The class emphasizes problem solving, critical thinking and the development of independent approaches to the platform before distilling specific solutions. Beyond the technical content, we develop the professional state of mind necessary to approach complex problems and personal qualities – tenacity, concentration, determination, resilience – which are essential to success but never appear directly in a note.

The most revealing sign that a student develops mental models is the number and quality of the questions he asks. This is why young children ask apparently endless questions – they establish their most basic models on the functioning of the world.

To create models, we need information from our environment, but we fill the gaps by asking questions. The more questions there are that someone asks, the more he actively creates and refining his mental models.

If a student did not ask questions during our sessions, it is probably that he was not engaged in the creation of models. They can passively receive information, but do not actively process it. The construction of mental models requires committed reflection and active participation. Models cannot be given; They must be created by the learner themselves.

What we really talk about is metacognition – think about thinking. At the time of AI and instant access to information, the simple knowledge of the facts has a reduced value. What matters is the way we organize knowledge, how we think of this organization, and if we even know that there is information to manage.

As the proverb says, “you cannot manage what you cannot measure” – or more specifically, you cannot manage what you do not even know. The development of metacognitive skills helps students recognize not only what they know, but also how they know and how to apply it.

In reality, strong mental models lead to better grades, because understanding makes performance more coherent between different types of assessments.

Although memorization can help a student perform well on a specific test format, real understanding allows them to adapt to any evaluation approach. Most importantly, as students progress towards higher level lessons where critical thinking becomes central and that simple regurgitation decreases in value, those with strong mental models have a significant advantage.

As an educator, I encourage parents to move their main concern of “What note did you get?” To the most important questions: “What have you learned?” What did you understand? What questions do you still have?

This process is often more complicated than focusing only on grades. This obliges students to appropriate their learning and demand the patience of teachers and mentors when we allow students to fight, to articulate their thoughts and to develop their own understanding.

But this mess is worth it. He gives students the agency to create their own mental environment and makes them realize that they are not only passengers on their educational journey – they can determine their destination and their route too.

One of the fundamental principles of my teaching is to recognize that whatever the immediate academic need that we meet is only a larger element of mosaic which constitutes the whole student. The notes, although important, are only comments and high notes should not be an objective of the excellence of education, but rather an excellent education.

I was lucky to have a mentor who understood the deep difference between understanding and simply awareness. As a classic trained engineers, we learn to grasp the first principles – the fundamental constituent elements of any larger system – so that regardless of the complexity of a problem, we can always return to these foundations to understand even the absurd complex.

Our classrooms are filled with students who excel in studying for specific test models, which effectively memorize and which can regurgitate knowledge when they are very well invited. But there is a big difference between this type of performance and really owner Knowledge in a way that can be deployed in new contexts and challenges.

In my educational practice, we prioritize the construction of robust mental models on memorization and test performance. This approach does not concern so much the rejection of notes – it is a question of creating the in -depth understanding which naturally leads to better school performance while preparing students with real problems than the life present beyond the class.

A mental model is essentially the way we organize and connect knowledge in our minds. This is the framework that allows us to link new information to what we already know, to apply concepts in different fields and to adapt our understanding when we meet new situations.

Mental models help us answer critical questions:

• How do these new knowledge connect to what I already understand?
• How can I apply this concept in different contexts?
• How does this information change or improve my previous understanding?
• What questions are based on this new perspective?

As a constructivist, I believe that learners must not only have their mental models, but must actively participate in their creation. You build your own understanding by assimilating new information in your existing knowledge.

Consider this: you spend an entire evening memorizing 100 random figures and perhaps recite them perfectly the next day. But I ask: How did this advance your understanding of the world?

This is not the case. However, this is precisely what many students do. They do not memorize random numbers, but they memorize isolated facts without creating significant connections. The information remains compartmentalized, ready to be regurgited for a test but not integrated in a framework which allows a more in -depth understanding or a practical application.

Recently, I worked with a pre-algebra student on the quadratic formula. She was already competent with the procedure – identifying the coefficients and plugging them into the formula she had memorized. We could have simply practiced this skill, but it would have added little value.

Instead, I asked him to explain the meaning of the figures we find. She correctly identified them as solutions to quadratic. I then asked where we could find these solutions on a graph – where would they be? We have explored how different discriminating values ​​would affect these solutions.

We have drawn several quadratic to connect its understanding of the roots calculated with their visual representation as points where the parable crosses the axis of the x. Finally, we derived the quadratic formula by completing the square.

I shared with her that I did not have the memorized formula – if someone asked me to recite it cold, I would need a moment. And it’s perfectly good, because I can derive it from the first principles even if I miss my memory. It is the power of understanding in relation to memorization.

In my assembly programming class for secondary students, we focus on a specific implementation of an assembly language, but we systematically read them with large IT principles which strengthen the fundamental understanding of any future in computer science.

The class emphasizes problem solving, critical thinking and the development of independent approaches to the platform before distilling specific solutions. Beyond the technical content, we develop the professional state of mind necessary to approach complex problems and personal qualities – tenacity, concentration, determination, resilience – which are essential to success but never appear directly in a note.

The most revealing sign that a student develops mental models is the number and quality of the questions he asks. This is why young children ask apparently endless questions – they establish their most basic models on the functioning of the world.

To create models, we need information from our environment, but we fill the gaps by asking questions. The more questions there are that someone asks, the more he actively creates and refining his mental models.

If a student did not ask questions during our sessions, it is probably that he was not engaged in the creation of models. They can passively receive information, but do not actively process it. The construction of mental models requires committed reflection and active participation. Models cannot be given; They must be created by the learner themselves.

What we really talk about is metacognition – think about thinking. At the time of AI and instant access to information, the simple knowledge of the facts has a reduced value. What matters is the way we organize knowledge, how we think of this organization, and if we even know that there is information to manage.

As the proverb says, “you cannot manage what you cannot measure” – or more specifically, you cannot manage what you do not even know. The development of metacognitive skills helps students recognize not only what they know, but also how they know and how to apply it.

In reality, strong mental models lead to better grades, because understanding makes performance more coherent between different types of assessments.

Although memorization can help a student perform well on a specific test format, real understanding allows them to adapt to any evaluation approach. Most importantly, as students progress towards higher level lessons where critical thinking becomes central and that simple regurgitation decreases in value, those with strong mental models have a significant advantage.

As an educator, I encourage parents to move their main concern of “What note did you get?” To the most important questions: “What have you learned?” What did you understand? What questions do you still have?

This process is often more complicated than focusing only on grades. This obliges students to appropriate their learning and demand the patience of teachers and mentors when we allow students to fight, to articulate their thoughts and to develop their own understanding.

But this mess is worth it. He gives students the agency to create their own mental environment and makes them realize that they are not only passengers on their educational journey – they can determine their destination and their route too.

One of the fundamental principles of my teaching is to recognize that whatever the immediate academic need that we meet is only a larger element of mosaic which constitutes the whole student. The notes, although important, are only comments and high notes should not be an objective of the excellence of education, but rather an excellent education.

I was lucky to have a mentor who understood the deep difference between understanding and simply awareness. As a classic trained engineers, we learn to grasp the first principles – the fundamental constituent elements of any larger system – so that regardless of the complexity of a problem, we can always return to these foundations to understand even the absurd complex.

Our classrooms are filled with students who excel in studying for specific test models, which effectively memorize and which can regurgitate knowledge when they are very well invited. But there is a big difference between this type of performance and really owner Knowledge in a way that can be deployed in new contexts and challenges.

In my educational practice, we prioritize the construction of robust mental models on memorization and test performance. This approach does not concern so much the rejection of notes – it is a question of creating the in -depth understanding which naturally leads to better school performance while preparing students with real problems than the life present beyond the class.

A mental model is essentially the way we organize and connect knowledge in our minds. This is the framework that allows us to link new information to what we already know, to apply concepts in different fields and to adapt our understanding when we meet new situations.

Mental models help us answer critical questions:

• How do these new knowledge connect to what I already understand?
• How can I apply this concept in different contexts?
• How does this information change or improve my previous understanding?
• What questions are based on this new perspective?

As a constructivist, I believe that learners must not only have their mental models, but must actively participate in their creation. You build your own understanding by assimilating new information in your existing knowledge.

Consider this: you spend an entire evening memorizing 100 random figures and perhaps recite them perfectly the next day. But I ask: How did this advance your understanding of the world?

This is not the case. However, this is precisely what many students do. They do not memorize random numbers, but they memorize isolated facts without creating significant connections. The information remains compartmentalized, ready to be regurgited for a test but not integrated in a framework which allows a more in -depth understanding or a practical application.

Recently, I worked with a pre-algebra student on the quadratic formula. She was already competent with the procedure – identifying the coefficients and plugging them into the formula she had memorized. We could have simply practiced this skill, but it would have added little value.

Instead, I asked him to explain the meaning of the figures we find. She correctly identified them as solutions to quadratic. I then asked where we could find these solutions on a graph – where would they be? We have explored how different discriminating values ​​would affect these solutions.

We have drawn several quadratic to connect its understanding of the roots calculated with their visual representation as points where the parable crosses the axis of the x. Finally, we derived the quadratic formula by completing the square.

I shared with her that I did not have the memorized formula – if someone asked me to recite it cold, I would need a moment. And it’s perfectly good, because I can derive it from the first principles even if I miss my memory. It is the power of understanding in relation to memorization.

In my assembly programming class for secondary students, we focus on a specific implementation of an assembly language, but we systematically read them with large IT principles which strengthen the fundamental understanding of any future in computer science.

The class emphasizes problem solving, critical thinking and the development of independent approaches to the platform before distilling specific solutions. Beyond the technical content, we develop the professional state of mind necessary to approach complex problems and personal qualities – tenacity, concentration, determination, resilience – which are essential to success but never appear directly in a note.

The most revealing sign that a student develops mental models is the number and quality of the questions he asks. This is why young children ask apparently endless questions – they establish their most basic models on the functioning of the world.

To create models, we need information from our environment, but we fill the gaps by asking questions. The more questions there are that someone asks, the more he actively creates and refining his mental models.

If a student did not ask questions during our sessions, it is probably that he was not engaged in the creation of models. They can passively receive information, but do not actively process it. The construction of mental models requires committed reflection and active participation. Models cannot be given; They must be created by the learner themselves.

What we really talk about is metacognition – think about thinking. At the time of AI and instant access to information, the simple knowledge of the facts has a reduced value. What matters is the way we organize knowledge, how we think of this organization, and if we even know that there is information to manage.

As the proverb says, “you cannot manage what you cannot measure” – or more specifically, you cannot manage what you do not even know. The development of metacognitive skills helps students recognize not only what they know, but also how they know and how to apply it.

In reality, strong mental models lead to better grades, because understanding makes performance more coherent between different types of assessments.

Although memorization can help a student perform well on a specific test format, real understanding allows them to adapt to any evaluation approach. Most importantly, as students progress towards higher level lessons where critical thinking becomes central and that simple regurgitation decreases in value, those with strong mental models have a significant advantage.

As an educator, I encourage parents to move their main concern of “What note did you get?” To the most important questions: “What have you learned?” What did you understand? What questions do you still have?

This process is often more complicated than focusing only on grades. This obliges students to appropriate their learning and demand the patience of teachers and mentors when we allow students to fight, to articulate their thoughts and to develop their own understanding.

But this mess is worth it. He gives students the agency to create their own mental environment and makes them realize that they are not only passengers on their educational journey – they can determine their destination and their route too.