Given the multitude and diversity of the information presented last week as a student, I was experiencing too much information with not enough context.
As I am still trying to master blogging, etc the team has been incredibly helpful and encouraging. This peer to peer mentoring / teaching was very comfortable for me and provided a fresh start to the class. This "learning experience" was helpful as we all experienced things in a different context; as student, teacher and observer.
The social norm of assisting, not hindering learning was implicitly delivered by this interaction. As a teacher, it reinforced my belief that some of the most important things children and teachers learn in school is not content specific. The dynamics of our intel team were very different than last week. We struggled on how to parse out or separate our ideas regarding learning. We also could not self direct ourselves to gain consensus on what the question should answer.
Again, I believe that there is such an enormous amount of partially digested information that synthesis is not yet possible for me. Looking back, one methodology that could be helpful to students would be a 5 minute recap of "let's re-cap what we have learned over the last 2 days. The synthesis of data into a tight list is one way in which I learn and which may be helpful to students.
I really appreciated how seamlessly GNA managed the class such that we never felt rushed, missed information or had no need to "clock watch". The importance of this "under the radar" management skill was evident.
T2P : If mutual respect, knowledge seeking activities and a trusting environment are created then students will have the opportunity to acquire new information in ways that are meaningful for them because they have ownership of the process, have maintained their self confidence and can apply this knowledge to current events.
Lori,
ReplyDeleteBesides facilitating a recap (w/ listing) what area two specific ways you will help your future students deal with what you refer to as an "enormous amount of partially digested information"?
GNA
T2P Additions Wk 2
ReplyDeleteAssessing and addressing student comprehension and knowledge.
I would solicit class participation using a game dividing the class into 4 groups.
One idea would be to play Bingo on the smartboard. I will use the week 2 scholarly task focused on Piaget's DLT as an example.
for example, I will ask a "can you list 4 stages of development developed by Piaget. Group 1 gets a chance. If they don't produce all answers the question goes to group 3 etc.
An in class activity could revolve around drawing a picture containing the student and the key points of the lesson. Circulate while they are doing the assignment. If common themes emerge such as "trying to take a sip of water from a fire hose, it would help me gauge their comfort level.
Lastly, Tell me how I did" Raise your hand if you think I did a good job explaining the 4 stages of development. 4? Why, solicit areas that I need to reinforce or plan more learning opportunities.
Recap of Week 2.
As with a scientific experiment, it is best to layer on the variables in the class room. New Format, New Professors, New Groups, etc. made any one aspect to be fully absorbed.
Teachers need to consider scaffolding information with intentional content area and supporting activities.
Teachers need to have classroom objectives for content as well as context so they "can assimilate the information and accomodate what they know and what they learned" (Evans, 1973).
It is also imperative that teachers assess their performance and make the appropriate changes, corrections and incorporate this knowledge across numerous learning opportunities.
Resources
Evans, R. L. (1973). Jean Piaget: The Man and His Ideas. E.P. Dutton & Co., Inc. New York
Lori,
ReplyDeleteYou have done an excellent job of explaining two specific ways you would assess student and teacher performance on the activities.
However, you did not deal with the issue of "partially digested information." Perhaps that is because "partially digested information" does not exist?
I assert people don't partially learn anything. What says you?
Keep pressing!
GNA
Upon further reflection, I agree with your comment. Nothing is partially
ReplyDeletedigested. Partial becomes complete at some point.
Excellent challenge.
The sad truth is that when something is partially digested the essential nutrients are not absorbed and there is little fuel for energy.
Also really insightful is that if the foundation is not properly laid and information continues to be added there is no structural integrity.
WOW! As a teacher and a learner I would much rather the foundation be strong. I can then learn as much as possible for the rest of my life. The former strategy allows me to pass a class.