1. How does this topic fit into what I have learned already in this course?
Ch.6
The concepts of learner, knowledge, assessment, and community centered classrooms all encompass different features that support different cognitive functions. In the first- learner centered classrooms, students have the opportunity to explore cognitively information and materials while asking why. I would describe learner centered as incorporating the most metacognition. The knowledge centered classroom allow students to build on what they know and use their cognition to explore information and "make sense" of the material. This creates the most opportunity for students to discuss preconceived ideas and correct misunderstanding. The assessment classroom allows students to gain feedback on their work and understanding. The last- community centered, allows for motivation (intrinsic and extrinsic) by a variety of people in and outside the classroom. The community centered also produces Pollyanna principle where positive memories can stimulate recall.
Ch. 7
By covering a multitude of information on a large scale with going in depth in my mind is comparable to divided attention. The more features there are, the less focus and attention paid to each distinct concept. This can be true if multi concepts are presented at one time, or over the course of a week. Also, hands on explorations are the best way to provide in depth activities to expand knowledge.
2. What am I still not clear on in this week's reading(s)?
With the interactive lecture (p167), where students correct erroneous beliefs- how does providing examples and lecture pull all the deeply rooted information (wrong or right) from a student. When do you do this, after you have taught a lesson as a review? Wouldn't the misunderstandings than take away from what they have just gained through the lesson?
I think the concept of bridging is more accurate and students have a better opportunity to correct their misunderstandings in a linear fashion.
3. Under what conditions would I apply this material to my own teaching/work?
This information helps me to picture the type classroom I hope to create- in terms of which centers are most beneficial and to what extent can each be enforced. Ch.7 also reinforced the fact that allowing students to solve problems independently enables them to control their cognition while still obtaining the information through an active model.
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I also thought about positive memories and recall while reading this (but can't seem to remember that it is the Pollyanna Principle!). Providing depth in the classroom will definitely help students out a lot and I like the idea of using hands on explorations to do that. Sometimes I think we need more of that in the high school that I work in. Based on what you have to say regarding chapter 6 and 7, I think that your classroom is probably a great place to learn!
ReplyDeleteI'm not sure if this is even on track, but with the erroneous errors, it's hard to know what they're thinking or if they even realize what they've interpreted is erroneous. I'm sure you allow students to ask questions during a lesson. That's an opportunity to correct those errors. Also, with quick assessments..that can help clarify and give you immediate feedback. But, that's the beauty of teaching and the fact we're all human...we all get different interpretations based on our background knowledge. That's why we are all unique! (But, that makes teaching difficult)
ReplyDeleteHi Kerry!@@
ReplyDeleteI thought that correction of misconceptions was a very good base for how to stop the continuous errors. If errors are not correct,they will become a base upon which more information will be processed upon. Like Julie said, I believe that quick assessments do help and can give clarity to those who may be still confused. Very good point ladies.