Chapter 10 pages 239 243
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Chapter 10 Pages 239-243. Getting Beyond Oversimplification. Questioning Past & Present. To understand—ideas and claims must be tested not just mentioned Testing ideas and claims is how meaning is constructed and simplistic thinking is overcame

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Chapter 10 Pages 239-243

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Chapter 10 pages 239 243

Chapter 10Pages 239-243

Getting Beyond Oversimplification


Questioning past present

Questioning Past & Present

  • To understand—ideas and claims must be tested not just mentioned

  • Testing ideas and claims is how meaning is constructed and simplistic thinking is overcame

  • Misunderstandings and forgetfulness occur when ideas are not tested but only covered

  • Important ideas are not examined from different viewpoints

  • Education for understanding—emergent questions are essential to understanding


How and when to teach

How and When To Teach

  • Teaching is not defined as direct instruction only

  • The type of teaching used depends on goals, style, students and situation

  • Good teaching consist of looking at goals, the learners needs, and the situation


Types of teaching

Types of Teaching

  • 3 broad categories of teaching

  • Didactic or direct instruction: the teacher demonstrates, lectures and questions; the student receives, takes in, and responds

  • Facilitative or Constructivist: the teacher discusses, guides inquiry, and uses open-ended questions; the student constructs, examines and extends meaning

  • Coaching: the teacher guides practices and provides feedback; the student refines skills and deepens understanding


Self deception based on habit comfort

Self-Deception based on habit & comfort

  • Instructional Methods should be based on what is needed and NOT on what is most comfortable for the teacher.

  • Teaching for understanding requires all 3 types of teaching routinely.

  • Deciding which to use and when requires the teacher to use “if/the” statements

  • General Guidelines to use when making instructional choices:

    • Be explicit with yourself & your students

    • Distinguish between “just in time” & “just in case”

    • Build-in metacognitive opportunities & reflection

    • Textbook used as a resource only

    • Let models do the teaching


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