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10. How We Organize Knowledge - The Structure
of the Disciplines
Questions for Reflection
Question 1: In the elementary classroom, Julie Helber
asks the students how to record their results for their experiment.
Wouldn't it be more efficient and save time for her to provide a
table or chart for the students to record their results? Wouldn't
this provide more consistency?
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the expert's response
Question 2: Julie Helber states that she wants her students to
err in their experimentation. Will students become frustrated if
they continually err? Is there a certain point in an inquiry in
which the teacher should intervene?
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the expert's response
Question 3: It sounds like there is a lot of student interaction
and discussion taking place in Julie Helber's classroom. With the
curriculum demands an elementary teacher incurs, how does she cover
the curriculum and still take the time for these discussions?
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the expert's response
Question 4: I noticed that in the 10th grade science
classroom Mary Edmunds has her students working in groups of four
to six students. How does she ensure the participation of all group
members?
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the expert's response
Question 5: When Mary Edmunds' students broke the shell she created
a learning opportunity for the students by exploring the membrane.
How does she keep the students on track and at a similar pace as
the other students in the class?
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the expert's response
Question 6: There is a lot of discussion regarding human rights
and governance in Avram Barlowe's classroom, and the students are
actively engaged. Does he record the students' ideas for later comparisons
and reflections? What other methods does he employ beyond classroom
discussion?
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the expert's response
Question 7: Why is it important for Avram Barlowe to use primary
source materials in his history class?
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the expert's response
Question 8: How explicit does the teacher have to be in communicating
the structure of the discipline to students?
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the expert's response
Return to Support
Materials for Session 10.
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