1st Blog of 515

Having read only the first chapter in the book, I have to get accustomed to some of its nuances (and in my initial opinion, faux pas) in order to acquire what is really being said. In other words, I had big problems, at first, with some of the ideas being stated. In particular on page 16 entitled, “Teacher’s Role” – focus is now on student learning, instead of teacher teaching (Huh? What kind of psychobabble am I reading?) I thought for something to be taught, something has to be learned. But after much contemplation, I have to agree with the book. Most of the time I spend planning for instruction, I am focused on what actions I will perform and statements I will make, rather than, how the students will respond and demonstrate their understanding. I could do my thing in an empty classroom and call it teaching, but no one is learning. I have more and more empathy with each passing year of what my students must be thinking when what comes out of my mouth sounds like some of the things I read earlier without time to reflect, critique, analyze and process.

I took the true/false quiz before reading the first chapter to see what I knew or thought I knew prior. I was shocked when I found the answer being sought for number 7, “According to this text, learning occurs best when it is technology driven”, was false. (“Technology has not been shown overall to be effective at increasing student achievement”, pg 13) Although, the text does throw a few disclaimers out there to justify itself and seemingly contradicts itself in the 4^th line of Figure 1.6 pg 16 (“Technology can help make learning more effective by providing a great wealth of resources and allowing students choices). I guess it depends on the definitions of the words “overall” and “help”.

I really got a kick out of the heading “What is Learning?” on pg 9. Upon reading something like this, I believe most of us would formulate a quick definition, then read further, to see if we were right or maybe close. The book never defines learning in its following lines of text. It just makes mention of two theories of what it is and that is given in Figure 1.2. It does, however, say it will be addressed in chapter 2. What a teaser!!! (I think I focused on this since I gave a definition in class and wanted to see if I was close or way off.)

These examples and some others will definitely impact my job, in that, I will be more aware of giving time for students to reflect, critique, analyze and process information that I present. I have been guilty in the past of not giving enough “lag time”. I also need to concentrate more on asking a student or student(s) to “play back” what was just proffered by me and articulate to the class the information (I attempted to convey) and its usage (so that I can assess understanding or any misunderstanding).

Post Script – The answer I gave for #7 true/false was supposed to be “true” after all. I found out when I submitted my answers to be corrected. I don’t agree.