How we learn: discussion on levels of knowing
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How we learn: discussion on levels of knowing






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How we learn: discussion on levels of knowing How we learn: discussion on levels of knowing Presentation Transcript

  • How We Learn: A Discussion on the levels of Knowing Kelly McMichael, Ed.D.
  • Developing a Personal Philosophy of Learning
    • What do I believe about how people learn?
    • What am I learning about the way students learn in particular?
    • What am I discovering about the way I learn?
    • What is my research showing me about the learning experience?
    • What changes have I made in my instruction relative to my learning experience?
    • What more do I want/need to change in my learning perspective and practice?
  • Three Types of Knowledge Kurfiss (1988)
    • Declarative Knowledge
    • What facts and concepts do students really need to learn?
    • Procedural Knowledge
    • How should students learn to better reason, inquire and present knowledge?
    • Metacognitive Knowledge
    • What new strategies, knowledge, and implications must students learn about in their approaches to life and work?
  • Three Types of Reflection Mezirow (1991)
        • Content Reflection
    • Thinking about the actual experience
    • Process Reflection
    • Thinking about strategies to deal with experience
    • Premise Reflection
    • Examining long-held assumptions, beliefs, and values
  • Four Levels of Knowing William Perry and Blythe McVickerClinchy (1990) (in Bain, pp.42-44)
    • “ Received Knowers.” Truth is external, deposited and memorized. Reflects Freire’s “banking model.”
    • “ Procedural Knowers.” Sharp students who play the game; using standards in writing. “Give ‘em what they want.” No influence beyond the classroom.
    • “ Separate Knowers.” Independent, critical, creative. High level of objectivity and skepticism.
    • “ Connected Knowers.” Independent, critical, creative. Sees merits of others’ ideas. Passionate and biased observers who embrace a project and its ethos.
  • Discussion
    • Have you had similar experiences as those of Halloun and Hestenes? (pp.22-23) How did you discover it? Why do you believe it was there?
    • How do you encourage writing and thinking conceptually? ( p. 24)
    • What kind of reflection have you done, as an educator, to address how students ought to think and learn in your field? (p.25)
    • What new insight was gained in seeing knowledge as ‘constructed’? (pp. 26-27)
    • What pre-conceived “mental models” do students in your program usually hold and why?
    • In what ways has Bain challenged your thinking on ‘crafting’ assignments that might change the way you help students “construct” ideas in your discipline? (pp.28-30)
  • Resources
    • Angelo, T. and Cross, P. (1993). Classroom assessment techniques (2 nd ed.). San Francisco: Jossey-Bass.
    • Bain, K. (2004). What the best college teachers do. Cambridge, MA: Harvard University Press.
    • Huba, M.E. and Freed, J.E. (2000). Learner-centered assessment on college campuses: Shifting the focus from teaching to learning . Boston, MA: Allyn & Bacon
    • Nilson, L. (2003). Teaching at its best . Bolton, MA: Anker Publishing.
  • Resources
    • Login, then to: AITA Faculty Development Resource Center
      • Login: 99213
    • Login: AXT41 Password: tampa
    • login with your public library card