1. We all know students learn in different ways. A student can master a concept but struggle at another. Mel Levine says that many "faltering students have specialized minds - brains exquisitely wired to perform certain kinds of tasks masterfully" (Levine 2003). It is important that educators realize this and include instruction that hit every kind of learning.
Last semester, I created a podcast about culture. I defined the concept of culture through different pictures and ideas. Then I asked the question of how one can define culture by providing the definition of culture. I then asked the listener what defines their culture. I asked them to reflect on what they do everyday that defines who they are. The pictures that went along with the principles showed students similar to the class age, demographics, and interests to help the student think about what describes their culture.
References:
Levine, M. (2003). Celebrating Diverse Minds. Educational Leadership. 61(2). 12-18.
Last semester, I created a podcast about culture. I defined the concept of culture through different pictures and ideas. Then I asked the question of how one can define culture by providing the definition of culture. I then asked the listener what defines their culture. I asked them to reflect on what they do everyday that defines who they are. The pictures that went along with the principles showed students similar to the class age, demographics, and interests to help the student think about what describes their culture.
References:
Levine, M. (2003). Celebrating Diverse Minds. Educational Leadership. 61(2). 12-18.
2. I was actually very surprised after taking the self-test. I had missed a few questions. I had problems distinguishing between memorization and concept. For instance, naming the bones in the body is memorization, but recognizing the iambic meter is concept. It seems like they are both recall activities, because you have to recognize the bone in order to name it.
Hi, Stephanie, I enjoyed reviewing your podcast project about culture! It provided a great concept of differences among the cultures.
ReplyDeleteFor question 1, can you elaborate more about how those 9 levels applied to your project?
Question 2, next module provides you more discussion about the memorization and concept. Memorization is like the part of a machine. Concept is how the machine works. Keep posting! We will get more details soon!!!
Your podcast sounds really interesting. It could be a good activity prior to reading literature where the culture of the characters led to misunderstandings or drove the story. I would ask them to reflect on your questions in a journal before having a class discussion. What a great way to get kids talking about culture, something that could become uncomfortable if not done with sensitivity.
ReplyDeleteThat is exactly what I did last semester in the first week of World Geography. The students reviewed the podcast and wrote a personal reflection about their culture. It is a very interesting topic in my classroom since the students are so diverse (most are refugees from Africa, Nepal and Burma). The podcast I created helped with their English so they may write a small reflection about their own culture.
DeleteI noticed the same differences in the self-test. If you name or list something, it is memorization of a concept. The subtle difference in application is "recognizing". It takes what you know (or memorized) and asks you to find it in a new situation (Reigeluth, 1999), therefore making it an application of the concept (or principle or procedure).
ReplyDeleteReigeluth, C. (1999, March 10). Levels of cognitive learning. Retrieved from http://www.indiana.edu/~idtheory/methods/m1d.html