There were a couple of key concepts that I found important in this chapter. I must admit that much of my previous and current learning was activated while reading today. The first key concept was the use of graphic organizers. I am currently taxing ELED 304. In that class we just read and discussed the use of graphic organizers. I found that manner in which the information was presented in the section titled “Enhance Knowledge Organization” brought the subject home for me. The simple manner in which the topic was explained was easy to understand. I felt as if the light bulb had switched on and I found myself having an Ah-ha moment. It is interesting that I have had the same material in the same week in two different classes. I reflected upon this for a moment and I asked myself what implications might this have for me as a future teacher. Integrated lessons and units may provide a chance for students to have their own Ah-ha moments. Science can and should be connected to other topics; in the same way I am learning that social studies should be connected. Treating learning as journey instead of a task might provide opportunities for my future students to connect science to other subjects.
The second subject discussed that triggered a flood of learning for me was the information regarding Vygotsky. In the spring 2009 semester I took ELED 307. In that class the professor was adamant about Vygotsky and student centered learning being the future of teaching. Every exercise we completed had this theme. I feel that what I learned in that class ties perfectly with inquiry based learning that is being promoted in this class.
Overall, I found the information to be useful. One last reflection; I completed my presentation or activity to be taught prior to finishing this chapter. I found myself questioning if my activity was appropriate based on this week’s reading. In my amateur opinion I feel I did okay. It will be interesting to see if my “students” feel the same way. So far I feel that all the chapters have been presented in a manner that is easy to understand and apply. I wish this were true of all the textbooks I have been required to use.
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Our job as teachers is to teach children how to think, and thinking is about making connections, seeing relationships, drawing distinctions, and creating something new. That is why integrating topics across subject areas can be a powerful way to help students learn how to think. It can help students connect the dots!
ReplyDeleteI think both Piaget and Vygotsky have important insights for us. Piaget reminds us that there is a readiness factor when it comes to learning. Vygotsky teaches us that students must be challenged to go beyond the limits of what they can do by themselves.
I think I may have already commented on your teaching activity in a separate email. The point I would like to make is the importance of having a clear sense of the conceptual understanding or "big idea." For example, I might ask you the following: "What is important to know about seeds?" If you can answer that question, then you know what you should be teaching. Think of it another way. As students make careful observations of seeds, what do you want them to observe? Should they not see the embryo of the plant imprinted right inside the seed? And don't you want them to know that someday that singular seed will produce a plant that will produce thousands of seeds, each of which will have its own plant imprinted on them, with thousands of more seeds to come in the next generation? And so shouldn't the big idea be concerned with life cycles?
Of course, your activity had all of the elements present, and I could see in the ten minute snapshot you provided how the whole lesson might unfold. I'm looking forward to seeing your whole unit.