Ch. 6&7
Natalie Gregorski
Idea Illustrator & Vocabulary Vitalizer
"This conclusion doesn't mean that students should never try to write a poem or conduct a scientific experiment; but teachers and administrators should have a clearn idea of what such assignments will do for the student." (pg.128)
Not only is this important for me to keep in mind as an educator but so should every teacher. Many times I feel teachers pick a do an activity because it would be cool without actually thinking about what its true purpose is and what students will really get out of it.
"Compared to novices, experts are better able to single out important details, produce sensible solutions, and transfer their knowledge to similar domains." (pg. 132)
Just like house I am much more able to transfer my knowledge of sports strategy than someone who never played a sport in their life. When teaching it is important to consider background knowledge when designing activities and lessons.
"Cognition early in training is fundamentally different from cognition late in training" (pg. 127)
Students don't think the same way as a expert their learning and understanding differs based on their experience with the subject matter. The more comfortable they are with the material the most connections and applications to other things can take place.
Vocabulary Vitializer:
1) Deep Structure- fuctionality of the material being taught; how it can be used or applied to everyday practices
2) Self-talk -Intrapersonal communication is language use or thought internal to the communicator. Intrapersonal communication is the active internal involvement of the individual in symbolic processing of messages.
3) ten-year rule - researchers don't believe you can become an expect in less than ten years of experience or study.
It's so funny you did the ten-year-rule as a vocab word because just today I was dealing with some interesting students that did not want to do their work. When I was talking to them then said we had art internships so were pretty much experts at art. I just wanted to laugh and say well you haven't been doing it for 10 years so you are not an expert. Of course they would have had no idea what I was talking about.
ReplyDeleteMelissa Lochner
I find it common as well that teachers will pick an activity for their students without thinking about its purpose. Yes, most of the time that worksheet/activity does promote practice but our thinking as teachers needs to be at a deeper level. Just today I had a student ask "why" they had to do something and I gave him a very valid reason for why I had chosen that particular assignment and he just nodded and said "oh, okay." I don't think he had ever received a real answer to the "why?" question before.
ReplyDelete-Alex Pergolizzi
It is very interesting that you picked deep structure as one of your vocabulary words. As you know we talk about the deep structure all of the time in our LIT class and connect it to how important it is for students to know. Also, I have run into the same situation as Alex. My students ask us all of the time why they need to learn a specific topic. Math is one area in which students feel they don't need to learn.
ReplyDeleteStacy LaFountain