Chapter 2

Some things I found interesting and usable are getting to know how each child learns and develops so I can adjust instructions for each child. Students must construct knowledge themselves. Without prior knowledge, students can not build new knowledge with a competent understanding. Knowing and understanding are 2 different things. Providing access to prior knowledge by rehearsal and transfer of knowledge to help enhance understanding.
Concept maps are great visuals for learners who need to see in order to understand. To highlight ideas and for students to organize ideas also gives teachers a way to give feedback on what students understand and misunderstand.
Community classrooms of learners learn better than traditional classrooms. At the school my son attends, all of the classrooms are set up like small communities. Breaking children's incorrect theories can be a struggle. We need to provide many opportunities for them to realize or struggle with the inconsistencies of their beliefs and the scientific explanations.
Something that I was not clear on, after reading the chapter now makes sense is the Identifying alternative conceptions and promoting dissatisfaction with alternative conceptions- let students with more info test their results, come to their own concepts that are incorrect. After the misconceptions are cleared up - then introduce scientific conceptions. It's like when Professor Clishem lets us play and give our explanations about the light bulbs; after we exerted all our theories, then we were ready for you to teach us. Great concept!