|
Based on the work of Maryellen Weimer
Aim not to Cover Content but to
Uncover It
If we perceive that covering content is a value that we (or others
that we teach with) adhere to then having the discretion to delete some content
is not easy to do
If we have to “cover” a lot of content then it is not
possible to uncover much of it at deep levels of understanding and learning
Our need to cover content promotes the use of simple rote
memory skills on the part of our students—that’s all they have time to do.
There are a “zillion” studies that show students retain
little of the content that they cover in their classes—this does not seem to
have any impact of the way teaching and learning take place
Teachers often see the classroom as a dichotomy where
either “I cover content” or I have the students do some active learning
activity.
These should not be mutually exclusive.
Studies also show that students do learn a great deal of
facts but that these facts do not translate to them being able to show what they
understand.
There is simply too much knowledge today for students to
learn everything.
We need to think about our teaching as one step in the life
long process of learning that students will need to engage in---not as a
terminal experience.
If I don’t teach them this they won’t learn it.
The reality is that students will have to relearn much of
what they are taught do to the ever changing nature of our knowledge.
Continual learning is at the heart of any professional
life.
Teaching as the transferring of
information is becoming obsolete (Katz 1999).
Content Can and
Should be Used to teach Students about Learning.
-
Content can be used to develop learning skills—a
repertoire of strategies both general and content specific.
-
Content to teach self-awareness of learning
-
How do I learn best?
-
What are my strengths and weaknesses?
-
Let students learn the content first hand so they
develop the how to learn skills they need.
- From service learning, to internships, to peer teaching and group
work
First Hand Experience
-
The only effective way to learn how to think critically
about a subject is to engage in the process of critical thought about the
subject. The best place to teach test taking skills is in a content class
where authentic test situations occur.
-
Teaching these learning processes in isolation from a
content is pointless.
Attitudes that Prevent Change
-
Teaching learning how to learn skills dilutes the
intellectual currency of the class. Some how the belief is that students
should already know how to learn, think, criticize, form opinions etc.
-
A major attitude is the belief that students should have
learned these skills elsewhere and if they have not learned them it’s the
students’ problem not the teachers to solve.
-
It is not my job. (However, we do seem to get the
blame when the students leave college without the critical thinking and
learning skills their employers expect).
What do we need
to do to help students better learn our content?
-
Recognize the developmental nature of our learners
-
Use short time periods in class to teach the learning
skills
-
Target the skills they need most—you can’t teach them all
-
Use the “teaching moments “ to teach the learning skills
-
Use support materials—study skills
-
Use summary writing as a study tool—summarize what you
think will be on the exam
-
Bring in former students to share how best to study and
learn in this class
-
Have students write about their test errors—why they made
them-what they can do to improve
-
Ask students to identify their best and worst experiences
in group work
-
Have students teach each other
Questions to ask
when wanting to cut content from your course?
-
What do my students need to know and be able to do during
their professional lives
-
What skills and knowledge will stand the test of time?
|
