Role of learner Obtain Understands Thinks for self Exchanges and knowledge from knowledge Shares with compares instructor others perspectives Creates own Thinks through perspective problems Integrates and applies knowledge Role of peers Share materials Provides active Share views Enhance Explain what exchanges Serve as a learning via they have source of quality learned to each knowledge contributions other Role of instructor Communicates Uses methods Promotes Promotes knowledge aimed at independent application of appropriately understanding thinking knowledge in Ensures that Employs Promotes context students methods that exchange of Promotes understand help apply opinions evaluative knowledge knowledge discussion of perspectives Student and teacher critique each Evaluation Provides vehicle Measures Rewards Accurately to show students’ independent measures instructor what understanding thinking competence was learned of the material Student and teacher work toward goal and measure progress Nature of Is certain or Is partially Is uncertain Is contextual; – knowledge absolute certain and everyone has judge on basis partially own beliefs of evidence in uncertain context Reproduced from Baxter Magolda (1992). Undergraduate Cognitive Development Bain (2004) discusses learning” in terms of intellectual and personal development. “exceptional general, we thought of intellectual development as understanding a sizeable body of material, “In learning how to learn (to expand understanding), to reason from evidence, to employ various abstract concepts, to engage in conversations about that thinking (including the capacity to write about it), to ask sophisticated questions, and the habits of mind to employ all those abilities. Personal development meant understanding one’s self (one’s history, emotions, dispositions, abilities, insights, limitations, prejudices, assumptions, and even senses) and what it means to be
Role of learner Obtain knowledge from instructor Understands knowledge Thinks for self Shares with others Creates own perspective Exchanges and compares perspectives Thinks through problems Integrates and applies knowledge Role of peers Share materials Explain what they have learned to each other Provides active exchanges Share views Serve as a source of knowledge Enhance learning via quality contributions Role of instructor Communicates knowledge appropriately Ensures that students understand knowledge Uses methods aimed at understanding Employs methods that help apply knowledge Promotes independent thinking Promotes exchange of opinions Promotes application of knowledge in context Promotes evaluative discussion of perspectives Student and teacher critique each Evaluation Provides vehicle to show instructor what was learned Measures students’ understanding of the material Rewards independent thinking Accurately measures competence Student and teacher work toward goal and measure progress Nature of knowledge Is certain or absolute Is partially certain and partially uncertain Is uncertain – everyone has own beliefs Is contextual; judge on basis of evidence in context Reproduced from Baxter Magolda (1992). Undergraduate Cognitive Development Bain (2004) discusses “exceptional learning” in terms of intellectual and personal development. “In general, we thought of intellectual development as understanding a sizeable body of material, learning how to learn (to expand understanding), to reason from evidence, to employ various abstract concepts, to engage in conversations about that thinking (including the capacity to write about it), to ask sophisticated questions, and the habits of mind to employ all those abilities. Personal development meant understanding one’s self (one’s history, emotions, dispositions, abilities, insights, limitations, prejudices, assumptions, and even senses) and what it means to be
Chris-Motz-Teaching-Resource.docx