The dichotomy between knowing a topic and remembering information needs some more attention. I am noticing that on assessments some students can mask a lack of true understanding with their excellent memory skills, as long as the test presents a question or problem in a format they are familiar with.
For example, if I ask students to fill in the data on a blank chart, and certain ones have seen that chart format in their book or notes or on a study guide, they can complete the chart successfully. But if I ask them to provide that same information in sentence form, they might struggle to do so. A student who really understands the concept, on the other hand, will be able to answer successfully regardless of their familiarity with the format of the question.
This suggests that we need to focus more on finding ways for students to reach understanding during instructional time, so that they will be ready for assessments. A first step will be to raise students awareness of the difference between the two - and thus my lesson plan for tomorrow.
Showing posts with label understanding. Show all posts
Showing posts with label understanding. Show all posts
Wednesday, December 9, 2009
Thursday, November 19, 2009
Feedback
I am referencing the post of a friend and fellow educator, Michael Corso, on the Quaglia Institute blog. In it, he relates the experience he had in a school where teachers had made a conscious effort to inform students of the goals of each class. The students reported significantly increased awareness of the practice and engagement with their learning as a result.
In my own classroom, another friend and fellow educator who works with one of my students suggested that student would find a similar focus on lesson objectives beneficial. I agreed, and have begun to write some key-words on the board at the beginning of each class as a way of narrowing students' attention.
The thing is, I knew this already and have known it to be a good practice for years. And sometimes I remember to do it, at least verbally, as we begin class. But I have not been consistent, and I regret the missed opportunities since September to help students better manage their learning. One strategy I am trying to employ is jotting a couple of items on a post-it and sticking it to the board in the morning as a reminder when the daily routines threaten to sidetrack my good intentions.
It's good to have friends in the business - and I always welcome their feedback.
In my own classroom, another friend and fellow educator who works with one of my students suggested that student would find a similar focus on lesson objectives beneficial. I agreed, and have begun to write some key-words on the board at the beginning of each class as a way of narrowing students' attention.
The thing is, I knew this already and have known it to be a good practice for years. And sometimes I remember to do it, at least verbally, as we begin class. But I have not been consistent, and I regret the missed opportunities since September to help students better manage their learning. One strategy I am trying to employ is jotting a couple of items on a post-it and sticking it to the board in the morning as a reminder when the daily routines threaten to sidetrack my good intentions.
It's good to have friends in the business - and I always welcome their feedback.
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