Group items tagged

mutually-enhancing learning process.

In traditional classrooms the teacher is seen as the information giver; knowledge flows only one way from teacher to student. In contrast, the methods used in a collaborative classroom emphasize shared knowledge and decision making.

Teachers may have a great deal of difficulty learning how to share control of instruction with students.

helping students make their own decisions will conflict with some teachers' learned experiences as well as their feelings about being in charge.

For some teachers this is a most difficult challenge

Similarly, students who are used to relying on teachers to give them so much structure, direction and information will have to learn to start asking themselves

"What can I do before I ask an adult?"

Some psychologists point out that fostering self-determination and personal efficacy can conflict with our goals for collaborative work (Sigel) unless we find ways to mold both goals into our instructional programs

self-direction can refer not only to the individual but to a group, a class of students, that decides upon goals, designs strategies and collaboratively evaluates progress on a group basis. As Vygotsky (1978) notes,

learning to think occurs within a social context; group speech gradually becomes internalized as personal self-talk about confronting life's difficult, complex situations.

Finally, personal efficacy means taking control of one's destiny

school restructuring and change

Some critics (Apple, 1979) suggest that schools help students reproduce knowledge of a dominant social, economic class, and not engage in producing for their own knowledge.

Further, many parents are concerned that a reorientation toward student self-direction and personal efficacy will diminish the influence of home and school and inadequately prepare students for the work force.

once gender connotations have been imposed on impressionable young minds, they lead those with a gendered mother tongue to see the inanimate world through lenses tinted with associations and emotional responses that English speakers — stuck in their monochrome desert of “its” — are entirely oblivious to

one conclusion that seems compelling is that while we are trained to ignore directional rotations when we commit information to memory, speakers of geographic languages are trained not to do so

if you saw a Guugu Yimithirr speaker pointing at himself, you would naturally assume he meant to draw attention to himself. In fact, he is pointing at a cardinal direction that happens to be behind his back. While we are always at the center of the world, and it would never occur to us that pointing in the direction of our chest could mean anything other than to draw attention to ourselves, a Guugu Yimithirr speaker points through himself, as if he were thin air and his own existence were irrelevant

our experience of a Chagall painting actually depends to some extent on whether our language has a word for blue

some languages, like Matses in Peru, oblige their speakers, like the finickiest of lawyers, to specify exactly how they came to know about the facts they are reporting. You cannot simply say, as in English, “An animal passed here.” You have to specify, using a different verbal form, whether this was directly experienced (you saw the animal passing), inferred (you saw footprints), conjectured (animals generally pass there that time of day), hearsay or such. If a statement is reported with the incorrect “evidentiality,” it is considered a lie. So if, for instance, you ask a Matses man how many wives he has, unless he can actually see his wives at that very moment, he would have to answer in the past tense and would say something like “There were two last time I checked.” After all, given that the wives are not present, he cannot be absolutely certain that one of them hasn’t died or run off with another man since he last saw them, even if this was only five minutes ago. So he cannot report it as a certain fact in the present tense. Does the need to think constantly about epistemology in such a careful and sophisticated manner inform the speakers’ outlook on life or their sense of truth and causation?

The habits of mind that our culture has instilled in us from infancy shape our orientation to the world and our emotional responses to the objects we encounter, and their consequences probably go far beyond what has been experimentally demonstrated so far; they may also have a marked impact on our beliefs, values and ideologies. We may not know as yet how to measure these consequences directly or how to assess their contribution to cultural or political misunderstandings. But as a first step toward understanding one another, we can do better than pretending we all think the same.

a detailed outline on a subject they are studying

a logical argument for some process or idea

outlining

graphic organizers

make a speech on a (to them) relevant topic

Have the person keep a log or journal about his/her daily experiences.