1.) How does this fit with what I already know? What I liked most about the reading this week was the applicable nature of the material. I think up until this point, we have been focusing so much on the cognitive processes of students, but we did not really focus on how you can take this information and apply it in a classroom situation. I thought chapter 6 was excellent for this idea of application. The different environments, learner centered, knowledge centered, assessment centered, and community centered environments were great at explaining how teachers should focus their learning environments. Teachers should build on the conceptual and cultural knowledge that students bring to class because these are valuable resources. They should help students become knowledgeable by learning in ways that lead to understanding and transfer of knowledge. We should provide more in the way of critical thinking and as the text describes "learning you way around" - teach kids about resources and how to use them. Teachers should provide opportunities for feed back and revision - assessment should match learning goals or objectives. Community centered environments should be incorporated into the classroom. I think it is important to introduce the idea to students that they are part of a bigger community - a global community. Lastly, the point of alignment as a key aspect of task analysis was a great summation.
I enjoyed chapter 7 as well and the different approaches to instruction discussed. The knowing how to teach as opposed to just what to teach is so crucial. The idea that students should be encouraged to develop their own problem solving strategies and discuss why they work struck me as ironic because as we have been discussing on blackboard, there doesn't seem to be a great deal of support for critical thinking today in education. I thought the hierarchy principles were very informative. On, page 176 it discusses people's preconceptions and how much time and effort they attribute to constructing a view of the physical world through experiences and observations and they cling to those views, however much they conflict with scientific concepts. When reading this I could not help thinking about all the controversy regarding teaching evolution in schools. (Just an observation)
2.) What am I not clear on? I was a little fuzzy on the bridging notion of connecting correct ideas to their misconceptions. I was trying to fit this idea with the experience I had regarding students who could not accept that any exposure to second had smoke was harmful. I wanted them to understand that their previous belief was incorrect and replace it with the new information...I don't want them to hold onto the old ideas.
3.) How will I use this? I will use this information to help enrich the learning environment I promote in my future classrooms. It will help me be more mindful of how my students think and what they bring to class with them as far as preconceived knowledge in concerned and how we can build on this as a community and share new understandings.
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I agree with you, it was nice to see all the concepts we have learned come together to make a well-rounded classroom. Reading about all those model teachers in chapter 7 was inspiring also. I would love to be like one of those teachers, but I find two things that inhibit me. First, we are expected to review and cover the ISAT materials so that the children are prepared to take the ISATs - that really cuts into teaching time. The second deterrent is the amount of time it takes to be that kind of teacher. Right now, I have children at home who require my time and attention. Until they are gone, I don't think I have time to be one of those kind of teachers. But I can always aspire....
ReplyDeleteI think the most important point of these chapters are two-fold as you stated. First, these chapters were more about how to apply the concepts we have been learning (which is the most useful information yet). Second, the idea that how we teach is as important as what we teach. I think the chapter states it well. Teachers need to be experts in the subject matter, but that is not enough. We must also know how to teach and have an awareness of how this effects our students.
ReplyDeleteI agree that bridging the gap between correct knowledge and misconceptions seems like it could be really hard in teaching. However, I think there is a huge difference between misconceptions and false beliefs- with a person's misconception, although they may truly believe it, they will change their way of thinking and accept the true information once they have been corrected. In your case, with children not believing second hand smoke is harmful, it is as if that is false belief because they have heard the other side of the information but have chosen to believe the false information. Then it becomes more of a problem of persuasion than correction.
ReplyDeleteI agree with Beth's comment, "It's not only what we teach, but how we teach it." These chapters did a great job explaining how to apply the concepts in a "real-life" classroom. However, anyone can walk into a classroom, pick up a teacher's manual, and read from it. But, that is not what teaching is about. As a teacher, you have to be able to relate to your students and teach them in a way THEY will understand. And if they don't get it the first time, you have to be willing to find a different way to teach the same material so that they do understand. The basis of teaching is all in the presentation and enthusiasm of the teacher.
ReplyDeleteDang Jenn, you popular. I was just stopping by to say hey!
ReplyDeleteWilliam
Hey Jenn! Yes, I did get your e-mail. We got it all under control:) THANKS! Hopefully it pays off. Anyway.....I too enjoyed these two chapters because they were applicable and reminded me of goals that I have as a teacher. I have a picture in my head of each of these learning environments, and these chapters helps to give me ideas to take back to the class to add more depth in my lessons.
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