The opening story
about walking speeds really demonstrates the mindset of students these days.
They have always had Google to fall back on, and probably trust the answers
they get with out further investigation. I really like how the teachers handled
it and pushed students to not just accept the first answer they got. In the end
they still did the experiment, but it was on their terms and they were probably
more invested in it than they might have been if the teachers just told them
not to use Google. It also really demonstrates the points that the author was
trying to make, teacher’s need to take into account where students are while
staying flexible but still moving toward learning goals.
Discussions can be
key in facilitating learning. I like that this chapter breaks down the
different types of discussions that can take place. Normally people would only
think of teacher to student discussions because that is most common. But
teachers are also talking to other teachers to get ideas, support, or help. Students
talking to each other is also a very powerful tool, just as teachers bounce
ideas off each other, students can talk through tough topics with other
students to come up with ideas and problem solve.
Higher-ordered
questioning is an idea I am pretty familiar with, but struggle with in
practice. Some questions come naturally through discussion, but there still has
to be some thought and planning of how to push students more and challenge
their thinking. I like the idea of students coming up with the questions, and
realizing that teachers will not always have all the answers. Wait time is also
an important component of questioning. Students will have higher quality
answers if they have time to think through a response, rather than shoot off
the first thing that comes to mind. Using questioning to check in with students
is a good idea. Questioning has many purposes and it can be a great tool to
keep track of all the different areas students are at.
Technology is
always going to be there in projects, and it is important to stop every now and
then and make sure technology is serving a role. Students have the potential to
easily get off track and use technology for personal use. By questioning the
use of technology and having students question what technology is best it can
be ensured the project will stay on track. Of course, technology will also
break down. I like that this chapter brings this to light and talks about ways
for students to trouble shoot and learn how not only to work with technology,
but fix it when necessary.
Team contracts are
a great idea. I know I always hated group projects because it would seem like I
was doing the majority of the work. If students are held accountable, and know
exactly what is expected of them the team can run much more smoothly. I think
the contract will help students really learn to function as a team, not just
take a backseat role as others work.
I agree with the point you brought up about how there still has to be thought and planning of how to push students and challenge their thinking. Some questions do come naturally, but you also want to push students to come up with good discussion questions. I also agree with how teachers will not always have the answers to all of your questions. Also, wait time is crucial because students need time to think in order to develop a thorough response. However, too much wait time can cause a waste of time when it is obvious that the students are confused and need help.
ReplyDeleteEmily you made great connections with this reading ;-) On the topic of initiating higher order of thinking, I also find this very difficult. I think when we want to reach a goal with our students; we need to walk ourselves through the process that we expect them to go through. We then uncover questions that will possibly arise and know how to steer them through it with questioning. I hope this comes skills comes easier with more practice! I think what is important is that we already realize its power;-)
ReplyDeleteEmily, I enjoyed reading your discussion about chapter seven. I like that you said that discussions are and can be key in facilitating learning; I couldn’t agree more with you. I also liked how this chapter breaks down the different types of discussions that can take place. I liked how they discussed this and the different types because it gives us a different perspective and understanding of each of them. I also like how they brought up higher order questioning. I, just like you, am quite familiar with this because of being a part of the SPED department. Planning some higher order questions and having them build into the lesson is something I do and is something I think all teachers should do because that way they have it all ready to go and in place so students can get to higher level of understanding and knowledge. I enjoyed reading this chapter and being able to connect it to our project and to what we are learning in other classes. I like the connections you made with the chapter, they are great and great to read.
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