Constructive and construction are two different terms. Educators need to focus on construction according to Dr. Orey because it is there that we find our first experiences, which is what education is all about. Giving students a chance to teach each other allows them to work with in learner centered environment, which is beneficial to the student. Many students feel as though they have already taught their peers lessons, but none have done so in an academic setting, or have very limited experiences.
From here, the student can either assimilate or accommodate the experience of presenting their ideas to their peers. This week we learned that a powerpoint presentation constructed by students is very powerful, and I would agree, but I think that the construction of the actual presentation of that powerpoint is just as vital for the student. If a teacher does not teach their students how to present their presentation they will assimilate the new experience to their old experiences and usually do poorly. This is because students have not been taught how to present and therefore only have their experience amongst their parents and friends to fit presenting in to.
If a student accommodates a presentation experience into their learning they will be much more successful. Students will not accommodate learning unless they are cued to by their instructor. Instruction has to be clear and informative for this to happen. When a student is told to treat their presentation as something they have never done, they will understand that there are new rules. If a student is told to just wing a presentation, they will revert to what has worked for them in the past.
An example of this is a student making jokes, hiding behind a computer screen during a powerpoint, or simply not doing the project to avoid feeling uncomfortable. In these instances, they are taking something new, and assimilating what helped their uncomfortable situations in the past. Students will behave this way unless they are told exactly what their expectations are, and how they should go about constructing a presentation. In this sense, students have to accommodate a new presenting style that will allow them to be successful in an academic setting.
Reference
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
You have some very good points about how students sometimes try and hide behind what they do not understand. We have to remember that there is often a reason for the misbehavior that we need to be watching for and ensuring that the student has the understanding of what they need to be doing. Great point, Eric!
When students know and understand their expectations, they are much more apt to succeed! Rubrics are a great way to help students understand what those expectations are and how to meet them. As teachers build a rapport with student, hopefully they will feel more comfortable asking for help and not hiding! Great ideas Eric!
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Constructive and construction are two different terms. Educators need to focus on construction according to Dr. Orey because it is there that we find our first experiences, which is what education is all about. Giving students a chance to teach each other allows them to work with in learner centered environment, which is beneficial to the student. Many students feel as though they have already taught their peers lessons, but none have done so in an academic setting, or have very limited experiences.
ReplyDeleteFrom here, the student can either assimilate or accommodate the experience of presenting their ideas to their peers. This week we learned that a powerpoint presentation constructed by students is very powerful, and I would agree, but I think that the construction of the actual presentation of that powerpoint is just as vital for the student. If a teacher does not teach their students how to present their presentation they will assimilate the new experience to their old experiences and usually do poorly. This is because students have not been taught how to present and therefore only have their experience amongst their parents and friends to fit presenting in to.
If a student accommodates a presentation experience into their learning they will be much more successful. Students will not accommodate learning unless they are cued to by their instructor. Instruction has to be clear and informative for this to happen. When a student is told to treat their presentation as something they have never done, they will understand that there are new rules. If a student is told to just wing a presentation, they will revert to what has worked for them in the past.
An example of this is a student making jokes, hiding behind a computer screen during a powerpoint, or simply not doing the project to avoid feeling uncomfortable. In these instances, they are taking something new, and assimilating what helped their uncomfortable situations in the past. Students will behave this way unless they are told exactly what their expectations are, and how they should go about constructing a presentation. In this sense, students have to accommodate a new presenting style that will allow them to be successful in an academic setting.
Reference
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
You have some very good points about how students sometimes try and hide behind what they do not understand. We have to remember that there is often a reason for the misbehavior that we need to be watching for and ensuring that the student has the understanding of what they need to be doing. Great point, Eric!
ReplyDeleteWhen students know and understand their expectations, they are much more apt to succeed! Rubrics are a great way to help students understand what those expectations are and how to meet them. As teachers build a rapport with student, hopefully they will feel more comfortable asking for help and not hiding! Great ideas Eric!
ReplyDelete