Problems with Distortion
I am finding that when I do comprehension checks of information presented, there is a considerable amount of distortion of the information.
I am wondering if anyone has any insights as to how/why students will distort presented materials with incorrect information. Especially with ideas that were never mentioned in class, show in the presentation or written in the book.
Students distort imformation easily by hearing the first part of something and immediately associating it with something else.The distortion occurs due to linking it with other information without properly catagorizing and qualifying the info to be sure it goes with what they are associating it with.
Michael,
This is a good strategy you offer. By keeping them engaged the distortion of content is going to be reduced because they will have been focused the entire time on the information being covered rather than just grabbing bits and pieces that they then distort as to what was said.
Gary
I find it really interesting that distortion was brought up. I have too seen this phenomonon quite a bit in the classroom. Usually it is when a student has tuned in for part of the information then shut off their attention because they assume they know the rest of the message. The most effictive tool to limit the tendancy that I know of is to keep the lectures to a level they can easily relate to and associate with.
Hi John,
This is a challenge for us all. We need to create activities where the students apply their new knowledge and skills so we know how much they have learned rather than distorted.
Gary
This approach is easierfor me asan instructor to deal with the main body of material .it then becomes harder to 1.)Identify what they may have missedthen 2.) correct it.
As mentioned in the lecture - by connecting the theory to real-world application - we can observe that students listen and retain the information.
Jocelyn Dervis
I have found that many students rely on their previous subject knowledge, which may not be accurate. When explaning the new material allow students to share there previous knowledge and explain how it is different than the curriculum that is being delivered.
Hi Jocelyn,
Good point because with the volume of information available today students have become very selective in their retention of new information. We do need to "tag" critical information in some way to they will see that they will be using the information in the future so they need to retain it in their long term memory.
Gary
I think students listen/read with 1/2 an ear. As a result they hear what suits their view of the universe and not the other parts. This is a common concept in advertising - people respond to what suits their own opinion of the world around them. By upselling the points as being "test possible" or "required in papers" - an instructor can force the students to focus for a period.
As mentioned in the lecture - by connecting the theory to real-world application - we can observe that students listen and retain the information.
Jocelyn Dervis
