tag:blogger.com,1999:blog-4941612014165723839.post7781616589212371313..comments2014-11-06T11:05:36.172-08:00Comments on Science Literacies 2014: Week 4!Amandahttp://www.blogger.com/profile/04288157704159727422noreply@blogger.comBlogger3125tag:blogger.com,1999:blog-4941612014165723839.post-76661046909414480502014-09-24T10:50:48.051-07:002014-09-24T10:50:48.051-07:00How has your view of individual learning versus co...How has your view of individual learning versus communal learning changed from before and after this week’s readings? Is it not a requirement of a teacher to value the individual interpretations of learning, but then to influence learning in the correct way? It was mentioned this week that just because a student arrived at an incorrect answer does not mean that the student’s thinking is incorrect; teachers should recognize effort but then ask questions to enlighten students to think about different ways of interpretation. If student interviews are conducted as Ginsburg described, there must be concepts from students’ thought processes that can be gained by the instructor.Anonymoushttps://www.blogger.com/profile/01070260618307447634noreply@blogger.comtag:blogger.com,1999:blog-4941612014165723839.post-12961387841403160622014-09-24T08:15:16.492-07:002014-09-24T08:15:16.492-07:00I think this is kind of where bloom's taxonomy...I think this is kind of where bloom's taxonomy could be incorporated because bloom identifies all the ways that students can be asked to represent their knowledge. If students can spit out knowledge, articulate and explain concepts, apply concepts to new situations, make comparisons, or create something to represent the knowledge, then students will show understanding of the topic. Varying the way that students are being assessed and assessing all areas of understanding will give clues as to how well students are grasping concepts. I would argue that the teacher has a better understanding of student responses and the individual students in his classroom and therefore understands what the student is able to grasp better than our class would be able to. Anonymoushttps://www.blogger.com/profile/00275513447950084050noreply@blogger.comtag:blogger.com,1999:blog-4941612014165723839.post-38236938754196027182014-09-24T05:04:57.851-07:002014-09-24T05:04:57.851-07:00Asking if there are generalizations about children...Asking if there are generalizations about children's thought processes is an interesting point! I think that to a point, there can be generalizations. If all of one's students are giving examples from a previous experiment that relates or is a lead in to a new topic, one can assume that they are indeed making a connection to the new subject. It would be important to figure out how deep that understanding goes though. Like in the video case we saw in last week's class, the students could paraphrase a book definition well, but we could not tell that they knew why the answer was that. The teacher even interpreted what seemed like fairly good answers as a full understanding of the topic while we, as observers, disagreed. Maybe that was because we are not with those students every day nor are we constantly evaluating their thinking processes, as Ginsburg's article says teachers need to do, so we could not see the understanding.Anonymoushttps://www.blogger.com/profile/16390312573744301584noreply@blogger.com