The patterns I see in this chapter is a yin yang experience. The principle highlighted in the chapter is:
Students' prior knowledge can help or hinder learning.
Questions I asked myself while reading were (the blue script is the continuation of the definition of learning provided in this book):
If a student knows the content do they understand how to use it? (Knowledge vs. Doing)
What procedures have I left untaught that will change the learning for my students? (Processes and Change)
How are students using analogous information and will it deter them from my intended learning outcomes? (Thinking and Experience and Change)
What misconceptions are getting in the way that could create misinformation in future coursework? (Experience vs. Thinking)
Without taking the time to go through my content and review these questions could I be creating a learning environment that will not support all learners? I need some strategies. Thank goodness there are some at the end of each chapter! I am not crazy about starting the semester off with a diagnostic assessment. I find that kills the learning climate I am trying to establish in the course. But I do like the idea of having the students assess their own prior knowledge. I'm not sure how I would do it but I know it would have to do with technology and it would be something students could return to for refinement of learning.
I have used concept maps before and if the students know how to use them I think this could be effective. On the other hand if they need to be taught I believe they will not be used as effectively for the intended purpose of identifying prior knowledge. Students will be so concerned about the creation of the map they will lose track of the content that should be in the map.
I do watch for patterns in errors, comments, or questions to help identify what a student knows and explicitly link new material and prior knowledge during instruction. What I think I may start doing is helping students do more reflection during class. Have them ask, "Am I making assumptions based on my own cultural knowledge that may not be appropriate here? If so, What are those assumptions and where do they come from?"
I am also going to try to help my students understand discipline-specific conventions. Writing in science, writing a reflection, and writing a report are not all the same type of writing and each discipline has it's own expectations.
The Bing Dictionary offers these synomyns for misconception:
ReplyDeletefallacy, delusion, misapprehension, misconstruction, mistaken belief, false impression, misunderstanding, misreading, error
Allow me to add misapplication, missed-application, and missing pieces to the list. Interpreting the list as origins of misconception, I think origin has a direct influence on the effort required by a student and teacher for correction.
Recently, I asked this question in class: "When selling stock directly to the public, do the owners of the firm want the people who buy the stock to get a lower return or a higher return?" Overall, the class agreed that a lower return for the new shareholders was preferred by the current owners. However, a student who is doing very well in the course offered several reasons why owners would want incoming stockholders to have a higher return. Finally, I asked "If owners want new stockholders to have a higher return, why wouldn't they just give them the whole firm?" The student's response was "Ok. I see."
Even students who are high-performing don't always get it right. Certainly, some fixes are harder to achieve than others. I'm not sure which factor(s)led to the student's initial conclusion. I'm just glad the fix was an easy one.