Teddy’s Response to Carrie Anne’s Reading Log 02.07.2010
Posted by tferguso on February 7, 2010
Filed under Uncategorized
Teddy’s Response to Carrie Anne’s Reading Log 02.07.2010
For class session 02.09.2010
Carrie Anne really drives home the need for connections between planning, delivery of data and assessment. Research about teaching and students making those deeper connections with course materials has become critical pillars of educational inquiry. I totally agree that it is not acceptable to settle for surface learning in our classrooms. By sharing research in other areas like Neuroscience, Anthropology and Workplace Studies, we can learn a great deal more about how students connect real world experiences to classroom learning. We may find ourselves asking, “How does the brain work?”“How do students learn in this particular class or situation?”
I truly believe that teaching and learning are participatory components that are in constant flux. Teachers should tweak or adjust their pedagogical techniques through-out the term of the learning experience to move students to deeper learning and greater mastery of the discipline. Issuing a flurry of assignments will not suffice, but only encourage the learners to return to the crutches of memorization and complacent rote learning. Deeper learning, I believe, requires an apprenticeship of new, but meaningful experiences and interactions within the practicum of a particular field of study. This allows students to try on a new skin of data and become comfortable with it. Without this practicum, students are limited to the scope of the classroom and may retain no new skill sets that contribute to the real world, or offer anything of value for the edification of students and the research of SoTL.
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Darren Cambridge on February 16th, 2010 1:28 pm
How, I wonder, would you apply some of the findings from the diverse fields you mention to inquiring into the connections between student’s classroom learning and learning in the larger contexts of their lives? A key question for all of us is, how do we take these rather broad ideas from the learning sciences and use them to guide our more situations SoTL practice?