- What knowledge organizations do students need in order to understand your course content?
- Around what knowledge organizations do you organize your course content, syllabus, and/or lesson plans?
- One recommendation in the text for helping students organize their knowledge meaningfully around "deep features" of the domain is to give students problems that are already solved and explain the solutions to themselves. This seems like a strategy that works in any discipline. Do you employ this strategy? What knowledge organizations does it/would it reveal to students?
- In what ways do you make the needed/optimal knowledge organizations "visible" to students in your courses?
- Which of the strategies suggested by the research do you plan to use?
Thursday, February 16, 2012
VTLC Reading Circle 2012 (part 2 of 7)
This post is the second in the series on the VTLC Reading Circle on How Learning Works by Ambrose, Bridges, DiPietro, Lovett, and Norman. There are several ways to participate, including reading and reflecting on this series of blog posts. For more details, see our website.
The previous post asked reflective questions about students' prior knowledge. The second concept in the book is "How students organize knowledge influences how they learn and apply what they know."
Questions for reflection: