This week we were given the opportunity to research theorists independently, then share with a group of students who researched the same theorist, then finally share in learning triads comprised of students who researched two other theorists. By researching independently and creating lists of the most meaningful concepts we discovered, we were able to bring our own perspectives to the table when discussing in our "like" group.
The experience of sharing our findings with each other provided evidence that we each not only interpreted the task itself differently, but we also interpreted the source material in differing ways. Through our discussions we were able to build upon our own experience through learning the perspectives of our peers, and as a result, gained a more comprehensive and enriched experience.
It is important to note the role of the instructor during this exercise. On more than one occasion, clarification was needed when a group member was describing a specific concept in relation to the overall theory. The instructor employed the role of a moderator in these cases and through additional questioning allowed us to work through the best way to describe the concepts. This series of inquires facilitated an opportunity for us to think more critically about the components of the theory.
The learning triad groups gave us practice at presenting a theorist on our own without the support of our other group members. Since we all read the same article with the more broad, general information of the theories, we approached this teaching experience with a prediction of the current knowledge of our fellow triad members and could tailor our presentations accordingly to include what we perceived to be the more pertinent information.
T2P Statement Week Three:
If students are actively engaged in a group activity where they share prior knowledge and unique approaches to a similar task, the sharing of those perspectives can facilitate learning among the group. Each group member can enrich the discussion by sharing, and also by questioning the other participants. In this situation, the students themselves are guiding the learning process, and the instructor serves as the facilitator/moderator when support is needed.
*Week Two Revised T2P (present/positive):
If students are given the opportunity to process and interpret information in their own unique ways without being bound to a specific set of rules (i.e. scientific method) then learning can occur. By interpreting information individually, they are actively learning rather than just memorizing. The more students are able to process and reflect, the more able they are to make content more meaningful.
Erin,
ReplyDeleteYou are on point with the analysis and observations you have made in your weekly T2P posts. I am able to clearly identify your growth of concept understanding over time. Can you?
Challenge: take your week 3 T2P statement to the next level by citing the theorist whose theory to practice you are observing AND add an example or two of an instructional method or activity how you might employ achieve a similar learning outcome.
Up to it? I believe you are!
Keep pressing.
GNA
Hi GNA,
ReplyDeleteI can absolutely see how my understanding of these concepts has grown. After today's class especially I feel much more confident (and competent) in writing the T2P statements. I revised my Week Three (and week two!) T2P during class today. Per our conversation in class, I've cut and pasted it here so you don't have to go hunting for it. Here it is:
(1) If students are actively engaged in a group activity where they share prior knowledge and unique approaches to a similar task, (2) the sharing of those perspectives can facilitate learning among the group. (3) Each group member can enrich the discussion by sharing, and also by questioning the other participants. In this situation, the students themselves are guiding the learning process, and the instructor serves as the facilitator/moderator when support is needed. (4) Vygotsky's theory of social-cultural learning supports this small-group instructional model and suggests that each member of the group contributes to the learning process by acting as the more knowledgable other (MKO) to the other group members. (5) In this setting, the teacher is creating an environment where individual perspectives are valued and considered to be an essential contribution to the learning process, and as a result students gain confidence, self-worth and are more likely to feel comfortable participating productively in group activities.
1) If statement
2) Then statement
3) Because statement
4) Evidence/Relation to theory
5) Moral implication
See you in class!
Erin