Introduction
All students see their teacher as a master of their subject, that they can answer any
question. Teachers are considered experts, or those who have a deep understanding of the
content. They have organized connections of information and are able to recollect information
quickly. The students are seen as the novice, ready to learn and are starting to make connections
what they are learning.
What is a Clinical Interview? According to Long and Ben-Hur (1991), “a clinical interview is an exchange between two or more people in which the interviewer seeks to elicit information from the interviewee about how the latter thinks and learns.”Answers given during the interview can help teacher address student misconceptions and
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Novices:
Jumping to conclusions without exploring what makes sense (Wieman and Adams,2008)
Tending to memorize new ideas rather than integrate them. (Wieman and Adams,2008)
Missing “obvious” cues that should trigger a new line of thought.(Wieman and Adams,2008)
For example, if an expert and a novice were both to make a concept map on a similar topic, they would be very different. Concept maps differ from expert and novice. According to Vanides, J., Yin, Y., Tomita, M., & Ruiz-Primo, “ when an expert creates a concept map, it is typically an elaborate, highly integrated framework of related concepts. Highly sophisticated maps show highly integrated knowledge structures, which are important because they facilitate cognitive activities such as problem solving.”
Teachers should be experts in their subject field. Novice students need help from an expert to learn about concepts in a meaningful way.
About the Interview I interviewed an expert teacher from Little Rock School District. This teacher has taught science for more than 10 years. The novice I interviewed was a freshman from the University of Arkansas at Fayetteville. I asked them questions about cells and cell types. I tried to focus on plant cells, animal cells, and cell size. I used visuals to help the interviewees think about the sizes of the
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This interview shows how experts differ from novices and misconceptions about cell size. The interview can show what a student knows and doesn’t know. A teacher could use this information and help the students learn it while addressing misconceptions. They can build on the concepts the students already know and work with the preconceptions they have. A good way to help organize student information is through concept maps. According to Vanides, J., Yin, Y., Tomita, M., & Ruiz-Primo,“concept maps provide a unique graphical view of how students organize, connect, and synthesize information. As a result, concept mapping offers benefits to both students and teachers.”Concept maps can be used to help novices make connections in their learning and is a good tool in teaching expert thinking. A teacher could create concept maps on different types of cells (taxonomy) or the different parts of the cell and how they work/connect with each other.
According to Vanides, J., Yin, Y., Tomita, M., & Ruiz-Primo, concept maps give students an opportunity to:
(1) think about the connections between the science terms being
Brooks, J.G. &Brooks, M.G. (1995). Constructing Knowledge in the Classroom. Retrieved September 13, 2002 for Internet. http://www.sedl.org/scimath/compass/v01n03/1.html.
For example, when students are just learning about an unfamiliar topic, they need to develop strategies that will help convert the information into something they can easily store and accurately refer to and access whenever they want (Miller, 2011). Since students have different ways of accomplishing these tasks, each strategy will be unique. How each student stores information is also related to their age, for example, common strategy used by 7 years olds are mnemonics, which is when they repeat information taught to them that helps improve their memory. By the time they reach adolescences, students are now able to store information by elaborating on to what they already know since they have more knowledge of the world (Snowman & McCown,
Teacher knowledge has always been the basis to an effective learning experience. Without a knowledgeable teacher, students are not able to receive a quality educational experience. This pillar encompasses the influence teachers have on student learning and achievement, possession of research based knowledge, and effective teaching practices. I thrive to be educated and knowledgeable on the information presented to my students. By having a variety of teaching techniques that work and I use often in my classroom, I am able to mold my instruction around student needs and provide efficient and
The visual learners prefer to use pictures, images, maps, colors, and spatial intelligence, which assist them to arrange their information, interact with others and give them a great sense of direction. They are great at accumulating information, curious and inquisitive due to the fact that without adequate information, the portrait of what they are learning will be imperfect. They are also enthusiastic about theory and facts; system diagram helps them to visualize the connection between parts of a system; story method assists them to learn by heart the content that cannot be seen easily. (Garner, 2012)
In order to understand and gain knowledge, learning theories stress the importance of creating a relationship between all pieces of information, the learner, and the environment. It is the responsibility of both the teacher and the learner to link the appropriate information together. If students can develop a relationship for the "underlying reasons for ‘how’ and ‘why’ to use specific procedures, they will be able to store this information as part of their knowledge network," and develop links with other pieces of information (Gersten and Baker, 1998, p.24). On the contrary, if learners learn facts of information that are isolated from a meaningful context, their understanding is often incomplete and meaningless. As a result of these linked relationships between individuals and environments, knowledge is the prevailing outcome. In summary, "knowledge is situated, being in part a product of the activity, context, and culture in which it is developed and used (Brown, Collins, and Duguid, 1989, p.32).
An example of this is when a teacher sets a task for the class to complete. Using Blooms Taxonomy model, the teacher can make sure the task relates and answers the questions of each level. So, give the students’ knowledge, and get them to understand the subject. Then use the knowledge in new situations and understand both the content and structure of the material learned. Finally, formulate new structures from existing skills and judge the value of the material. This lesson plan would then relate to each level of Blooms Taxonomy model.
There is a way for visual thinkers to understand information better by making mind maps. Mind maps show the ideas, concepts and relationships between things (such as objects, actions or people/animals). These ideas and concepts are connected by lines and together they form a clear summary, but also diagramming and outlining
Instead, EL students benefit in learning new content knowledge when an instructor methodically produces a lesson with a systematic I do you do approach; while purposely adding visuals whenever possible. Modeling content knowledge can be accomplished when the instructor writes the objective or provides an outline of what the lesson entails in student friendly vocabulary for each lesson where students can visually see. Next, the instructor should discuss what the end goal of the lesson is through hand gestures and changing the speed and tone of the voice to elaborate key concepts. Additionally, teachers should provide visual vocabulary whenever possible. Playing videos, word walls, or showing pictures of key vocabulary in a lesson will help students who struggle with differences in language grasp what is being asked of them more clearly. Lastly, instructor should show examples of projects and essays for reference. This will allow EL students to visualize the end product; allowing them to organize their ideas and
Teachers serve as the guiding force in a student’s life. They are responsible for molding a student’s personality and shaping his/her mental orientation. Teachers deeply impact our lives and direct the course of our future. One cannot deny the influence of teachers in one’s life. In fact, it would not be an exaggeration to say that, till a certain age, out life revolves around our teachers. They are our constant companions, until we grow old enough to come out of their shadow and move ahead on our own.
The first of the two types of organizer is the expository organizer, which primarily focuses the introduction of new material. The second is the comparative organizer, which compares old and new information resulting in students accessing schemas already in their working memory, otherwise know as the “temporary storage of information that is being processed in a range of cognitive tasks” (Woolfolk, 2004, p. 242). An expository lesson must always elaborate on the advance organizer. Connecting the information back to the organizer should also be utilized in completing the lesson. Identifying qualities such as defining features (required features), exemplars (actual instances), irrelevant features (often present but not relevant), and non-examples will all assist in creating a prototype, or an ideal example, to aid in grasping the concept. The goal is the ability to take the concept and relate it back to th...
As a teacher if your students can make a connection to prior knowledge they will have a better chance at remembering the information you are trying to teach. This can be achieved through teaching
... that mind mapping isn’t useful. As a student, I found mind mapping to very helpful in understanding the assigned readings and made the readings simpler instead of the text being complex and hard to comprehend. Mind mapping gave a way to express how my mind works: thinking logically while making connections to other related concepts. However, I found that mind mapping is tailored around particular engineering courses. Mind mapping can also be thought to only be helpful for those who are kinesthetic and visual learners. I am a logical learner. My study methods are very unique; when a text is placed in front of me, I read it, but as I am reading I am annotating the text (taking notes during or after reading a text). I feel that noting taking or annotating helps me recall information better. I found that combining mind mapping and annotation help me in this course.
Being a teacher is not an easy task as many people could think. To be a teacher does not only imply to know the subject to be taught, it also includes being willing to constantly improve oneself integrally, as much as updating the resources and materials one uses in teaching. Reflecting and analyzing over and over again the best way to teach to learn and how to make students to extend what has been learned. The many hours spend in the classroom will never be enough to plan lessons, prepare materials, review pupils tasks and exams, as well, all the administrative requirements one has to cover for whatever institution we work. Besides all this a good teacher, a professional one, will have to find the time to keep preparing to improve oneself.
My personal philosophy on teaching is to inspire my students to think and to be objective thinkers. Like life, classrooms are filled with incidents on a daily basis. It 's interesting, as an active participant, to actually experience these moments shared between teachers and students as relationships are built mostly based on personality. As professionals, it 's expected that emotions take the back seat in decision making, but humans think with their heart a lot. A teacher in my estimation is one of the most human
... generally accepted that a teacher’s main role is to facilitate learning rather than to be the source of all knowledge” (p.2).