Jennifer Post posted:
Classroom observations that I conducted revealed quite
clearly that these teachers were letting the activity become the goal of the
lesson (i.e. "Students will be able to complete the magnet experiment by the
end of the period") INSTEAD of keeping the concepts or process skills as the
focal point (i.e., "Student will understand the properties of the objects
that
cause magnets attract."). The "reflection time" after an activity/demo/group
discussion is crucial in making connections to the concept(s) at issue. We
frequently run out of time and omit the "reflection time". This is what
often
prevents activites, etc. from truly influencing students' thinking and
understanding. Instead, we end up with "Activity for activity's sake."
I think this is an important point regarding demos and class activities.
It is good to have some form of this "reflection time" where students can
explore what they have learned. Now and then I will develop small groups
where they work to apply a concept or solve a problem, but after the group
activity they are given individual sheets asking them to use the concept
again to answer a question or develop a different example. Then they are
asked to describe or evaluate the group activity and problems that still
need to be addressed. Also, depending on the class, if the purpose of the
exercise is indeed to learn about say, properties of magnets, or factors
promoting emotional contagion, then they should be able to identify or
utilize that information in later problems/scenarios presented.
Jennifer noted:
I struggle with small group work. I have found that small group work is
only
appropriate and effective in certain contexts. In other words, I have to
ask
myself, "Would my objective be best attained by small group work?" Sounds
simple, I know, but too often, I have found myself developing a group
activity
that is "Group work for group work's sake" rather than being truly best
suited
to group activities. I am still struggling to find SUBSTANTIVE and EFFECTIVE
small group activities. I have found that my students first need much
guidance
in HOW to engage in small group work. Many of them lack the skills to work
collaboratively, engage in group strategizing and decision-maiking, etc.
I agree and tho my area is social psychology, groups present problems.
Some texts in personal adjustment as well as group dynamics have suggestions
or ideas that might be of use in building social and group-problem solving
skills. After some intros, students will often check each other out in
terms of class attitude, preparation, etc., and engage in a kind of social
comparison process. Then it's waiting to see who may take charge of the
assignment and contribute. Because they lack experience here, we can either
give them a group experience they MAY have some familiarity with--e.g., game
playing modes, or we can structure the group activitiy by developing roles
where some look at different sections of the text, some explore their notes,
some write down ideas, etc., and they each must report to the group. Not
unrelated is the jigsaw idea. In some classes I have them role play or
demonstrate ideas and they will work out little vignettes to dramatically
illustrate the role of, say, miscommunication, social conflict, prejudice
and stereotypes, attributional styles, personality traits, etc. Again, I
agree, group work for the sake of having an activity with no idea as to
follow-up evaluation, or no clear goal, is always a problem. Simply having
the class say they liked the activity doesn't impress me (the usual ho-hum
rating forms), but if they can differentiate issues, organize answers
better, and develop illustrations/applications of the concepts presented,
then I feel more comfortable that the exercise may have been worthwhile.
I like your use of examples and descriptions early on, with later
lectures or projects reinforcing ideas or elaborating on issues. Presenting
a lot of different concepts in different areas makes it difficult to
integrate. How about having the class review a case or scenario to depict
learning, memory, or whatever topic we are covering--then adding their own
observations to it from the questions they have about the topic. As we
present material and research on that topic, they can be asked to now
identify and explain problems that we noted in our scenario, discuss the
appropriateness of the research method, the generality of the findings, and
further questions that need to be addressed. Here again, this presumes they
get some help in generating ideas and working in groups.
Additionally, one must weigh the value of
content knowledge and interest in learning. If one teacher is highly
effective at increasing student interest in learning but has not enhanced
content knowledge, does that mean the teacher has failed?
It usually depends on the type of class and the goals. In many of my
classes I would love to increase the interest in learning and critical
thinking--but this needs to be a clear goal, with students prepared and
helped to learn or "catch" such interest from the class, and assessed
objectively. "Student interest in learning" is likely governed by more
factors than one class or teacher can provide. Yes, teachers can be
inspirational, nurturing and caring, but here too some students will be
turned off by the same teacher, and some relationships can become
inappropriate (e.g., when the student needs legal counsel, mental health
support, requires resources and counsel outside the purvue of the class).
In my own view, content (which may includes skills and process) should be a
priority at the college level. Class climate and good relations with the
class can come about in many ways. Again, thanks for the stimulating post.
Gary Peterson
Gerald (Gary) L. Peterson, Ph.D.
Professor, Department of Psychology
Saginaw Valley State University
University Center, MI 48710
[EMAIL PROTECTED]
1-517-790-4491
