Structure and the Disciplines - Research Paper Example

Structure and the Disciplines Key Ideas Application Learning Theory: How We Organize Knowledge: Structure and the Disciplines matter has astructure of organization that gives a sense of order and meaningfulness to what is taught. It is important that students understand these patterns and structures. Julie Helber allowed students to discover and present alternatives in answering a question. The students heard how other students learn which may be different from their own. This way, she modeled how to search for patterns and structures in mathematics. Suggestion: Provide challenging exercises where they can work in pairs and one which requires them to tap on past and recent knowledge. Allow them to present solutions in class. 2. If students learn to think like experts in a particular discipline, then their learning becomes more efficient. In investigating static and non-static electricity, Helber structured the class by providing materials, and giving them a free hand to use the materials to find meaning in a way that they chose to. After, the students discussed their findings where they find points of agreement and disagreement. Suggestion: Students can view short videos or clips of how scientists discuss or a team doctors do differential diagnosis. 3. When student solve problems on their own, they are more likely to remember what they learned in the future. Mary Edmund taught the concept of cell membrane permeability by letting students figure out the way to perform the experiment, instead of telling them how.. Suggestion: The concept can be applied to other disciplines, where students discover answers instead of teachers providing them with answers. 4. A history teacher has to make comparisons of experiments created by nature instead of scientists, and help students create opinions based on evidence. Avram Barlow frames the discussion by giving questions he designed to ensure that student present argument by what is written on the text as evidence. Suggestion: To contextualize the text, the teacher can also show a short video clip of issues when the laws were created. This gives them a sense of the zeitgeist and increases interest. 5. Teachers must not only teach the concept, but more importantly, help them gain the skills to learn effectively. Edmund allowed the students to work out the process of testing the permeability of a cell membrane, where they were able to test which previous knowledge will work to their advantage. Suggestion: At the end of an experiment or group activity, share best practices that will give constructive criticisms to failed experiments or certain limitations encountered. Learning Theory: Lessons for Life: Learning and Transfer 1. Teachers must continuously ask what is it that they are teaching now that will be of value to the students in the future. Helber talked about being reflective decision-makers, continuously assessing the students’ understanding of concepts. Suggestion: Teachers can get to know the students by knowing their aspirations and ambitions, and structure alternative learning experiences that will help them gain better understanding of the future work/job they want to have. 2. Teachers must give students a chance to talk about applying their skills and do the actual application to real life. In Donald Johnson’s bridge activity, he interrupted the class while in the middle of building the bridge to them to announce that certain social & economic situations had budgetary implications (i.e. war and inflation). He also facilitated negotiations among groups so they can tap on each other’s resources. Suggestion: Internship programs can also be a good way for students to be exposed to the industry where the core concepts of the subject matter can be best applied. 3. Students must learn to take what they have learned in school to the real world, and their experiences outside the school must help in their learning in the classroom. Helber used real life problems like sharing M&M’s and hiring a bus/van to discuss division in class. She emphasized the value of remained by relating it to real objects (i.e. chocolates and people). Suggestion: Socially relevant themes such as inclusion and diversity can be included in mathematics problems to reinforce what they are learning in other subjects like social studies and history. 4. Teaching initial material that increases awareness of students about what and how they know, and helping them have a variety of ways of representing the idea in their heads makes it more accessible for them in the future. Helber gave the students 5 questions to work with partners. She only gave them materials as she wanted to know how students will attack the problems given the lessons they have learned in the past. It allowed students to tap on various tools and past knowledge to solve the problems. Suggestion: At the end of the quarter, students can create a compiled project of challenging word problems and the different ways to solve them. They can also make their own problems and let other groups answer them. 5. Teachers can give the complex task so it gives the students vision. Then, when they later learn the individual skills, they can better anticipate the transfer. Johnson grouped students calling them companies and assigned them to build a bridge within a certain parameters. Students had to use their knowledge about balance, form and function to show to him what they can do. It was also a good way of measuring their understanding of the concepts. Suggestion: At the beginning of the year, the teacher can already present one big idea or task the class will work on in groups as a final project. They will use the lessons that they learn throughout the year to accomplish the task. Learning Theory: Expectations for Success: Motivation and Learning 1. If a learner is in a classroom where s/he feels confident and competent, she is mostly likely to try and accomplish the activity. Darly Robbins allowed peer teaching among her students. In paired work, each student is able to contribute and feels ownership for finding the answer. This helped validate what they learned and their competencies. Suggestion: Not all students are at the same level of abilities, pair advanced students with less advance students, but also make sure that there are a variety of tasks for the differences in abilities. 2. Teachers must provide assistance with clear feedback and opportunities for revision. Kendra Hearn used peer response sessions to help the students in their revisions. An atmosphere of mutual support was observed in the class as students worked together to improve their written works. Suggestion: The class can create a writing blog where they share their writings and provide constructive criticism. This way, they are able to connect with the same community of learners even after they graduate in high school. 3. When a student finds the task engaging, challenging and accessible, s/he is will want to do the activity. Edmund, Robbins and Heller engaged the students by consistently posing questions and letting the students discover the answers on their own. Furthermore, they employed collaborative work to ensure that each student is engaged in the task. Suggestion: Students can be further challenged if they are creating work that has direct impact on improving quality of life. This can be incorporated in science and mathematics subjects. 4. Teachers must allow students to make mistakes in a supportive environment, without fear of being ridiculed. Realizing the importance for students to take chances and feel secure about making mistakes, Edmund turned a disaster of one group (i.e. egg breaking) into a limitation that became a teaching point where they still were able to make inferences. Suggestion: In creating a safe environment, teacher in the beginning must model how to deal with mistakes and improving on it. This may involve a demonstration of the teacher committing a relatively small mistake or not being able to answer a question from the student on the spot. 5. Teachers must be flexible enough to allow students to use their own learning style to work around the task and successfully accomplish it. This helps develop confidence. Johnson allowed students to show what they learned by creating something. This was done through collaborative work that allowed students to use each other’s strengths and learning styles. Suggestion: A final project in each level can involve all subject areas, where students use a variety of resources and medium to deliver their project. Learning Style: Putting it all Together: Creating Classrooms and Schools that Support Learning 1. Teachers must seek to know their students well. In East Paolo Alto High School (EPA), students have advisors. Rebecca Altamirano used what she knows about her students to design the lessons. She also informed other teachers, and check on the progress of the students with them. Suggestion: Keeping a portfolio since the day the student joined the school is a good way of getting to know the students and help the teachers in the other levels. 2. Students must be taught in developmentally appropriate ways. In Birmingham Covington School, a team of teachers stay with students for two years to focus on developmental themes as framework for the lessons. Grades 3 & 4 focus on systems and patters; 5 & 6 on interdependence and dependence; and 7 & 8 on individuality and diversity. Suggestion: Interaction with the two levels who are within the same themes might also help make the lesson more engaging and interesting. They can do collaborative work or presentations. 3. Teachers must support social, emotional and academic growth of the students. Simone Willer used students’ interests in developing reading competencies during one-on-one sessions. She starts where the students are at and helps them move forward from there. Suggestion: Children with reading difficulties can find support from others like them. Giving them opportunities to interact might be helpful. 4. Learning must be connected to the students’ families and cultures. Both BSC and EAPA employed student-led conferences. This allowed teachers to understand where the student is coming from, as well as establishing support from the family. Students in EAPA are also involved in community service program. Suggestion: Parents can also be invited to talk in the class, and share their cultural background. 5. Curriculum must be organized around core ideas. EAPA uses its 5 habits as the grading rubric for school: Personal Responsibility, Social Responsibility, Application of Knowledge, Critical and Creative Thinking and Communication. Suggestion: Create awareness among the students of the 5 habits; explicitly inform them about these habits to help build their consciousness of what is expected of them. Reflection Empowerment of students is a major theme in all four theories. The teachers’ role, while very important, takes a backseat while letting the students gain responsibility for their own learning. This is achieved by giving students questions instead of answers; offering students opportunities to create mistakes initially when working towards excellence; giving students autonomy in their process of learning by presenting them with resources and alternatives; and encouraging students to reflect on their learning to apply it to other situations within the classroom and in the real world. With diversity becoming more of a rule rather than an exception in schools, I have found the four theories helpful in creating a learning environment that embraces diversity and guarantees that learning happens in every student in the class. Reflective teaching and collaborative team teaching are the cornerstones for schools to achieve greater heights. I have realized that the best way for students to understand and appreciate cooperation, collaboration and team work [which are very important when they take on jobs] is through teachers modeling these values themselves. The practice of education is always a work in progress in proactively seeking ways to equip all the students with skills necessary for life. One striking insight from all the theories is that teachers must strive to create a learning environment that allows students to make trial-and-error about situations that have close approximation to real life. Classrooms must be a reflection of the world outside, and must not be taken in isolation. It is not only important for students to take chances, but also to handle failures and mistakes. When students understand that failures can be redeemed and mistakes can become opportunities, they start to nurture the spirit of lifelong learning that makes individuals agents of hope. Reference: Annenberg Media. (2010). Annerberg Media Learner.org: Teacher professional development and classroom resources across the curriculum. Retrieved from: http://www.learner.org/index.html Read More