A side warning to one point in this module
I teach math, but I think this point applies to most or all subjects:
Early in the module when discussing 'learnativity,' we are told that case studies and other student interactions with material are important for a number of reasons, not the least of which it gives them more ways to remember the myriad things thrown at them.
While this is true, it's only a good idea if they understand the principles behind the interaction. In other words, a student who only knows, for example, how to apply the Pythagorean Theorem to one situation but cannot tackle a question written in a different way hasn't actually learned anything.
A recent study of standardized testing showed that students accustomed to a certain kind of test do not do well if presented with a test, say, from another organization. In other words, they know how to answer questions written a certain way, largely because they practice questions only in the one format.
My point, then: do not rely only on student interaction with material. If they can answer that question but cannot transfer the knowledge, they are no better off than they were before.
Hi Trisha,
Good point about different cognitive processing abilities and how we can use these skills.
Gary
I agree with you on this. I have always thought that if a person cannot repeat material back or demonstrate the knowledge in another area, they did not "learn" they "memorized". Learning is applying, being able to take information and make a decision, and being able to show their skill. I was the type of student that would memorize information in a textbook and be able to take a 50 question multiple choice test in less than 10 minutes because I was able to recoginze information, but if I had to write an essay, oh no...I was in trouble!
Hi Hillary,
Great to hear! Let me know how your efforts turn out.
Gary
I agree that how students think critically about what they've learned is key. This unit was very helpful to me as I was beginning to have a slump as an instructor and was concerned that many of my students weren't understanding the material or how it applied to their careers. I will use the REFOCUS tools as well as the Empowerment suggestions and techniques tomorrow...I can see how they will be useful to reinvigorate myself and my students for the 2nd half of the quarter!
Agreed! There has to be an element of critical thinking skills applied to all teaching regardless of subject. The student needs to be able to walk away from the course not just understanding the material but be able to question and assess its applicability to their field of study.
I found this a very interesting point indeed. I've often noticed that my students eagerly grasp onto one way of doing things (or thinking about things), and they are quite reluctant to transfer these things to other areas. When I show students how to identify assumptions in sentences, for instance, they do so on a worksheet--but when I ask them to try their hand at other sentences, perhaps spoken rather than written, they have much more difficulty. Using more than one approach (or measurement) for the same underlying concept seems to work well to foster transferability, but it's tough. Sometimes I find students simply get confused, not understanding how the principles learned in Task A can be tweaked (and the underlying material used) to apply to Task B. Sometimes simply pointing out the underlying sameness of the task at hand is enough, but not always. Has anyone come up with some specific techniques that help?
I agree Mark - without a transfer of knowledge the process of actually learning is limited.
Hi Mark,
You are right on with your remarks about application and transferability. A foundation has to be created for the students from which they can make the applications that are needed. The case studies and problem solving activities are intended to support the retention of their knowledge and applications.
Gary
