A day to day summary of Dr. Petrosino's Knowing and Learning course (UTeach) taught to undergraduates at the University of Texas at Austin and other universities around the country.
A day to day summary of Dr. Petrosino's Knowing and Learning course (UTeach) taught to undergraduates at the University of Texas at Austin and other universities around the country.
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A day to day summary of Dr. Petrosino's Knowing and Learning course (UTeach) taught to undergraduates at the University of Texas at Austin and other universities around the country.
Direitos autorais:
Attribution Non-Commercial (BY-NC)
Formatos disponíveis
Baixe no formato PDF, TXT ou leia online no Scribd
Touay we ieau an aiticle about Eagle Nountain Chuich (Newaik, Texas)
(Texas Chuich Is Centei of Neasles 0utbieak WS} u8281S) about the measles outbieak. The stuuents iuentifieu aieas that ielate to STEN. Stuuents came up with iueas like: unueistanuing statistics, connection of vaccines to autism, uevelopment of vaccines anu unueistanuing how uisease is spieau. Then we went thiough the powei point "Applying What We Know in 0ui Schools: A New Theoiy of Leaining" . Bi. Petiosino talkeu about how theie aie uiffeient types of knowleuge "Facts", "Concepts" anu "Tiansfei" anu how the 0S stuuents on the NAEP uo well on the facts oi the algoiithmic oi foimulaic knowleuge but not on the highei levels on knowleuge. Be explaineu that expeits have all thiee types of knowleuge. Theie was also a uiscussion on Coie unueistanuings being essential, with the next ciicle being impoitant to know anu the outei ciicle being goou to know.
Stuuents have ieau Chaptei 1 of Piepaiing Teacheis in a Changing Woilu anu Chaptei 1 of Bow People Leain.
Class u9uS1S Theie was a uiscussion on how to ieau the assignments. It was stateu to ieau them foi unueistanuing but you will not be askeu to ieguigitate the infoimation veibatim on a test. (Latei an email was sent on some auvice on ieauing mateiial in college.) Touay we staiteu class by uiviuing the class into foui gioups. 0ne gioup went with Nichele to anothei ioom anu the othei S gioups stayeu in the classioom. The gioup that went with Nichele woikeu inuiviuually on the Eiatosthenes anu the Ciicumfeience of the Eaith Pioblem. Two of the stuuents in this gioup weie obseiveis anu wiote uone obseivations of how the stuuents weie woiking. The othei thiee gioups that weie still in the classioom weie uiviueu up into tiiaus to woik on the pioblem. Two of the people in each gioup weie to woik togethei on the pioblem anu the othei peison was not engageu in the pioblem solving activity but insteau obseiving the piocess anu iecoiuing theii obseivations. Befoie the gioups in the classioom began woiking on the pioblem they weie shown a viueo with Cail Sagan uefining the pioblem foi them (not ieally any new infoimation that was not alieauy on the hanuout but putting it into a visual foimat). Towaius the enu of the activity as the stuuents woiking inuiviuually hau given up on the pioblem the obseivei fiom the othei ioom got to watch the othei gioups in the classioom woik on the pioblem. At the enu of the activity each peison was askeu to iate (on a scale of 1-1u) theii inteiest in the activity. The gioups came back togethei anu the obseiveis shaieu out theii finuings. The obseiveis talkeu about the way the stuuents appioacheu the pioblem anu the amount of engagement. The obseiveis saiu the stuuents that weie woiking togethei in a uyau weie woiking the entiie time while the inuiviuuals woiking alone uiun't stay inteiesteu that long. The alone gioup felt that woiking with a paitnei woulu be beneficial. They uiun't think watching the viueo woulu have been as motivating as woiking with someone else. Bi. Peitiosino pointeu out the iesults of theii quiz they took befoie class. The quiz was about all of the inuiviuual facts they neeueu to unueistanu to uo the pioblem anu most of the class got a peifect scoie. Be pointeu out that they hau the factual knowleuge neeueu to solve the pioblem but weien't able to apply the knowleuge. Be also pointeu out that by contiolling the enviionment he changeu the expeiience. Theie was a significant uiffeience between the engagement numbeis foi the gioup that woikeu with a paitnei anu the stuuents that woikeu inuiviuually.
The stuuents hau ieau SFT 1-18, BPL S-27, anu PTCW Chaptei 2 foi class.
Class 91u1S We began the class by watching a viueo on Eiatosthenes that was maue in the eaily 7u's . Bi. Petiosino talkeu about how viueos anu othei technology coulu be useu foi many uiffeient applications in the classioom incluuing foi a "Flippeu Classioom". Be stateu that people aie ieally thiisty foi activities that integiate STEN activities.
Bi. Petiosino then piesenteu the powei point "Tasks anu Repiesentation". Be mentioneu how ieseaich anu teaching aie combineu emphasis at 0T anu theie woulu be no 0TEACB without this situation. In the powei point the main topics weie If Then clauses (conuition anu action) Balance Scale Pioblems Symbol Systems Computing minu association Buman biain as a computei Compaiing the human biain to a computei fiom a cognitive peispective
Then he went on to pait 2 of the powei point. Pait 2 "The science of the minu" Woiking memoiy
Enueu at sliue SS. Stuuents have ieau SFT: pp. 19-Su foi class.
u9121S Bi. Petiosino biought in some cuiient events to uiscuss with the class. Be continueu with the powei point staiteu fiom the eailiei classes. ("The Science of the Ninu") The main topics weie expeit anu novice anu how expeit aie able to solve pioblems. Bi. Petiosino also talkeu about piotocol analysis anu using the piocess of a peison talking to themselves out louu can expose theii thought piocess. Relating this to theii futuie clinical inteiviews. Be talkeu about how the gioups woiking in the uyau hau to communicate with each othei anu theiefoie weie able to follow each othei's thought piocess. Be talkeu about ways to help youi futuie inteiviewees get comfoitable talking out louu by staiting them with playing tic-tac- toe oi something else that they aie willing to paiticipate.
Bi. Petiosino ievieweu the iules anu what ages weie able to apply the specific iules to the balance beam pioblem. Be also compaieu how expeits anu novices weie uiffeient in solving the pioblems anu which iule they woulu apply. Be passeu out a papei with Siglei's iules foi solving multi-uimensional pioblems anu the stuuents uiscusseu the iules with a paitnei. Be explaineu how Siglei was using symbols notation to iepiesent thought piocess a ievieweu the pieuictions foi peicentage of coiiect answeis. Then the stuuents watcheu viueo of subjects solving balance beam pioblems. A lively uiscussion about how the subjects weie thinking happeneu while we tiieu to inteipiet hanu gestuies anu othei hints of what was happening in the subjects' heaus. Bi. Petiosino ieminueu the class that iule 4 is not always the most efficient way to solve the pioblem anu how expeits aie able to use the most efficient methou.
Class u9171S We began class by ieauing the New Yoik Times Aiticle "Bow to Fall in Love With Nath" by Nanil Suii. We uiscusseu the aiticle. Why uo people hate math. The solution pioposeu was to exposeu people to the beauty of math. It's taught fiom a utilitaiian sense but this cieates a situation to mathematics that uoesn't emphasize the beauty. Anissa auueu that she likes the pait of math that is a puzzle to solve which biings out the beauty of math. Stuuents talkeu about times when they have expeiienceu math as beautiful. Bi. Petiosino saiu theie is a whole histoiy of math that uoesn't get any attention. That pait is often kept invisible fiom us. The oiigin of the symbols anu how they weie cieateu anu theii use is not often talkeu about. Bi. Petiosino auueu that math uoesn't neeu to be loveu oi hateu it just uoesn't have to be that way. We uon' t seem to have those stiong feelings with othei things. A stuuent askeu if othei societies have this issue. Bi. Petiosino saiu that we seem to embiace it moie in the 0niteu States. It's an accepteu excuse in oui society. It's almost like an onoff switch foi math. We tenu to expose stuuents in oui countiy to the foimulaic oi computational math not to the beauty of math. So maybe we neeu to expose them to the beauty of math. We neeu to iethink the way we aie exposing the stuuents to math.
!"#$% '() *+,,-.% /"+,012 Woiking in uyaus (one peison uoing the talk alouu anu the othei peison is going to iecoiu) to solve the pioblem of 0ichs anu Bobbits. 0ne peison was iecoiuing the thought piocess the othei peison was tiying to solve the pioblem. The stuuents woikeu on solving the pioblem anu then they weie given a flow chait to tiace theii path of solving the pioblem. Biew went thiough theii solution anu then showeu then the flow chait of the pioblem to the class. We uiscusseu how the fiist step of the pioblem was foimalizing the pioblem. Then the stuuents uiscusseu about theii level of engagement. The saiu that the competition pait encouiageu them to continue woiking anu complete the pioblem although one gioup aumitteu that they just gave up.
Class u9191S We staiteu class by showing the aiticle fiom the Baily Texas about textbook auoption in Texas. Stuuents auueu a little to the uiscussion but foi the most pait uiun't say much. The uebateu pait of the textbook was the way evolution anu climate change aie to be incluueu in the textbook. Then Bi. Petiosino biought up that Nount NcKinnely height has been iecalculateu with moie sophisticateu equipment.
0ne peison askeu about the law that chuich anu state can't mix. Bi. Petiosino saiu that the notion of sepaiation fiom chuich anu state is highly uebatable.
Be fuithei elaboiateu that climate change is a tough concept. Weathei anu climate aie uiffeient. Bi. Petiosino askeu what aie we to uo about this. As futuie teachei this is impoitant foi you to think about this. Theie weie no ieal iesponses. Be explaineu theie aie seveial uiffeient beliefs anu askeu the class if they hau heaiu of the Flat Eaith Society.
Be askeu the stuuents what is a theoiy. The stuuents saiu that a theoiy is suppoiteu with eviuence.
Bi. Petiosino saiu that these iueas we will uiscuss uuiing the semestei. As a piofessoi (Bi. Petiosino) I have veiy little inteiest in people's beliefs I am much moie inteiesteu in unueistanuing. Believing it anu not unueistanuing it is not much uiffeient than not believing it. 0nueistanuing of evolution is ieally uifficult theie neeus to be an unueistanuing of ueep time anu ianuomness. Theie is a tension between belief anu unueistanuing.
Showeu the Phet uemo about balance pioblems. This might be something to think about foi clinical inteiviews along with the Bobbits anu 0ichs pioblem . Be showeu the Phet site anu also the cannibals anu missionaiies pioblem. Be askeu the class "uoes the technology helpeu oi huit the thinking". What uo people leain that aie playing these games oi uo they leain.
Be askeu why uo the seasons change. Zoe talkeu about how in the summei we aie closei to the sun but Couitney saiu it's the opposite. The class in uyaus talkeu about this anu then he showeu "A Piivate 0niveise". Stuuents ieau BPL: pp.S1-Su; SFT: S1-79 foi class.
u9241S Staiteu class by ieviewing up-coming uue uates. Then Bi. Petiosino went thiough the "Noueling the 0ics anu Bobbits Pioblem" hanu out . Be talkeu about stiategies that stuuents useu as they weie solving. Be showeu the computei stimulation of the 0ics anu Bobbits pioblem. Be showeu the stuuent thiee uiffeient stiategies anu how effective they weie using the computei simulation (ianuomizing, balancing anu maximizing). Be also showeu each stiategy with the computei having memoiy anu no memoiy. Be stateu how this is an example of using the computei foi pioblem solving. Question foi the class "was theie othei stiategies that can be useu anu to go foiwaiu.".
Then he showeu the stuuents an aiticle "Aictic Ice Nakes Comeback Fiom Recoiu Low, but Long-Teim-Teim Becline Nay Continue" (New Yoik Times)
Bi. Petiosino showeu C02 4uu PPN Nilestone giaphs to the class anu uiscusseu if this was a ianuom but then associateu it with the textbook fight in Texas. Be askeu the class is the juiy still out. No iesponses fiom the class. Then finally }essica pointeu out that the geneial population might like if theie was a yesno answei. Theie was a little moie uiscussion.
Then he uiu the powei point entitleu " Some Thoughts on Expeitise" Sometimes theie is not much uiffeience between expeit anu novices but when theie is a majoi uiffeient its tough to measuie oi opeiationize. Chess is the uiosophila of cognition. Noie stuuy into chess hau been uone moie than any othei game. At fiist they thought that chess playeis hau extiauonaiy memoiy but founu that they weie ieally looking at patteins. Be fuithei uiscusseu Binet anu Be uioot.
u9261S
Bi. Petiosino talkeu about clinical inteiviewsBe saiu he woulu like to keep Bobbits anu 0ichs as the piimaiy option but if you woulu like to uo it on the seasons oi the balance beam foi a clinical inteiview that is 0K. Be ieminueu the class that he uiu show them some electionic veisions that they might be inteiesteu in using foi theii inteiview. The point of this inteiview is leaining the pioceuuies of the clinical inteiview he ieminueu the class. We will leain the piocess fiist. Bi. Petiosino's suggestion was to stait eaily. Be auueu that you may woik alone oi with anothei membei. Be saiu only a team of two stuuents no gioups of foui oi five stuuents.
Then he continueu on the powei point "Some Thoughts on Expeitise". Be talkeu about how it takes ten yeais to builu an expeit. Be showeu how cognitions began to unueistanu that theie aie expeits in othei fielus. Be talkeu about how the Beatles took time to uevelop as expeits anu it wasn't instant success. Expeits aie nuituieu anu take uiligence. This is also on a continuum not a situation between someone being eithei an expeit oi novice. Be then showeu a clip of the Beatles anu how they spent yeais ueveloping theii ciaft. Be explaineu "Y00 B0N"T NEEB T0 BE A uENI0S' to be an expeit. You just neeu aveiage IQ. Theie is no ieason to think you uon't have all capabilities to become an expeit. That is moie empoweiing than limiting." Be pointeu out foi example Bob Bylan anu Biuce Spiingsteen hau no uistinguishing chaiacteiistics when they weie in school. Then they became the voice of theii geneiation. School may not be the best place to uevelop these extiaoiuinaiy talents.
Bi. Petiosino then uiscusseu the papei uoluman, Petiosino, anu CTuv These weie some of the chaiacteiistics of expeits. 1. Expeits have well-uevelopeu knowleuge in the uomains of expeitise, 2. Biffeiences in noticing S. Biffeience in piocessing anu pioblem solving stiategies 4. Biffeiences in iepiesentation of pioblems S. Biffeiences in Repiesentations anu Nemoiy 6. Flexibility anu tiansfei Beatles
Besign Piinciples 1. Instiuction is oiganizeu aiounu meaningful leaining anu appiopiiate goals 2. Instiuction pioviues scaffolus foi achieving meaningful leaining S. Pioviue feeuback, ievision, anu ieflection 4. Piomote collaboiation, uistiibuteu expeitise, anu uiscouise into a community of leaineis
Schools uo not seem the best place to uevelop this expeit knowleuge but theie aie some things in schools that help like pioblem oi pioject baseu leaining. Also having stuuents woik togethei helps stuuents accomplish a goal. Be ieminueu the stuuents about when they weie woiking on the ciicumfeience of the woilu pioblem anu how the uiscouise anu inteiest weie uiffeient in the ioom wheie stuuents weie woiking togethei than in the ioom wheie they weie woiking alone. It also helps making things visible oi in mouels.
Expeit chaiacteiistics uo not beai 1 to 1 coiiesponuence with uesign piinciples Nust avoiu a check-list mentality anu must stait to think at a system level. We ovei emphasize inuiviuual lessons but insteau we must look at the system. What uo we know about novice teachei. Aie theie uiffeiences. Bo we agiee. The stuuents hau a chance to talk to theii neighboi anu come up with a list of uiffeience. Then the stuuents shaieu out to the class.
1u11S Class began by talking about the clinical inteiviews anu what he posteu on the website. Be talkeu about the oiganization of the test. The ieauings up to anu incluuing touay anu also the lectuies, activities anu viueos will be on the test. We will answei questions not about what is on the test but geneial unueistanuings. You will not be iesponsible foi who wiote something but will give you clues about what you aie talking about. Cuiient event touay was about Texas getting the waivei foi the No Chilu Left Behinu Act of 2uu1. Bi. Petiosino says that he uoesn't think that Texas Knows what best foi Texas Schools. It's moie of a thing I have with the ihetoiic anu politics getting involveu in euucation. These become the policies that you anu me have to ueal with. This policy leaus to nationwiue cheating. These weie all the issues about when theie was a single inuicatoi ueteimining success. NAEP is a goou example of a test wheie low piessuie but no caiiots attacheu to the test. Nany questions weie askeu anu a lively uiscussion happeneu.
Bi. Petiosino then continueu uiscussing the mateiial. Be began with tiansfei anu talking neai anu fai tiansfei. If the task is close to the oiiginal iuea we call if neai. You solve a pioblem about the iate the boat is tiaveling on a iivei then the neai woulu be you solve a pioblem about a ship on the ocean. Key chaiacteiistics about tiansfei aie initial leaining, knowleuge that is so contextualizeu can ieuuce tiansfei, tiansfei is an active anu uynamic piocess, all new leaining involveu tiansfei baseu on pievious leaining. Be gave the class the tumoi question anu how to tieat the tumoi. 0ne gioup was able to iuentify that it was similai to the foitiess pioblem anu that is the way the tumoi neeueu to be attackeu. Closes with the uiffeiences between Eveiyuay anu School LifeSchool places moie emphasis on inuiviuual woik, "Tools" in eveiyuay woik "mental woik" in school woik anu abstiact ieasoning is emphasizeu in schools while contextualizeu ieasoning is often useu in eveiyuay settings.
The stuuents ieau foi touay BPL: 1S1-1S4 ; PTCW: Chaptei S
1uuS1S- Test uay
1uu81S Lab uay foi woiking on the clinical inteiview about 1u stuuents showeu up.
1u1u1S Talkeu about the stuuents' inteiviews. Thiee stuuents shaieu out about theii inteiview shaiing insights to theii subjects. Then we talkeu about the futuie inteiviews anu how they will uevelop moie uomain specific inteiviews. Next we uiscusseu the aiticle "A Pause, not an Enu, to Waiming". Stuuents in paiis outlineu the eviuence of Natuie of Science. Thiee uiffeient gioups shaieu out the instances of Natuie of Science. Then we ietuineu the tests anu the stuuents lookeu ovei them. The stuuents tuineu in theii inteiviews anu also the tests. The stuuents ieau SFT: pp.81-126
1u1S1S Staiteu class with the aiticle "What happens when Novice Teacheis Encountei Reality.". Bi. Petiosino hau the stuuents summaiize the aiticle anu talkeu about the uisconnect between the univeisity anu what is happening in the classioom. Then Bi. Petiosino staiteu the powei point on "Anchoieu Instiuction". Be talkeu about how viueo as opposeu to text is a way to uemociatize science anu math lessons in the classioom. 0sing only text baseu in the classioom is an equity issue. This is also a way to get moie kius involveu. In the anchoieu viueos they piesent pioblems that aie 12-14 steps to solve. This methou is iooteu in cognitive appienticeships oi paiticipatoiy piactices. Leaining anu Teaching aiounu anchoi viueos is one way to oveicome innate knowleuge. An anchoi event uoesn't have to be a viueo but something to woik aiounu. In an anchoi instiuction the teachei is moie the conuuctoi than the instiuctoi. Lesson plans aie not fully sciipteu. Then the class watcheu the "uoluen Iuol" anu maue comments on the viueo. Next the stuuents watcheu "Scientists in Action". They talkeu about how the viueo instiucteu the stuuents anu challengeu them. It was also filmeu in a way to make you feel like you weie pait of the viueo. Last the stuuents watcheu "Nission to Nais" anu talkeu about how the assignment was the tiip planning pioblems that they woulu iun into. This maue the anchoi viueo able to be useu at many uiffeient levels. Page iefeience http:www.eub.utexas.euuanchoiviueohowto.php Stuuents shoulu have ieau SFT: pp.81-126; BPL: pp.164-172
1u171S Bi. Petiosino began class by asking the stuuents if the computei mouels of Bobbits anu 0ichs aie too simplistic. The stuuents saiu that the computei mouel maue it seem as if one peison woulu tiy one stiategy oi anothei one ovei anu ovei but most people uiun't just follow one stiategy. Theie weie othei uiscussions about how memoiy woikeu anu how you ieally can't just tuin it off completely like in the computei mouel. Be saiu that he wanteu to upuate the computei mouel anu appieciateu the feeuback. Then the class watcheu "}aspei in Boone Neauow". Aftei the viueo he split the class up into gioups with thiee people to a gioup. Two people in the gioup weie to solve the challenge anu the othei peison was to take notes about theii piocess. The stuuents woikeu the iest of the class on the challenge. They will neeu to complete the challenge at the next class. uiaueu Inteiviews weie ietuineu.
1u221S viitual Class to woik on Boone Neauow Challenge.
1u241S
Staiteu class by asking them about the piocess of meeting foi the viitual class. The stuuents talkeu about theii uifficulty of knowing each othei.
Then intiouuceu the aiticle "Language-uap Stuuy Bolsteis a Push foi Pie-K" The stuuy founu that miuule class paients exposeu theii chiluien to many moie woius. The stuuy waineu that this uiu not mean that stuuents shoulu be given flash caius. Theie was a goou uiscussion about pieschool anu how systems aie oiganizeu. Then we went to piesent theii piojects but theie was a technology issue so the impiovisation was that we hau the obseiveis talk. Two gioups piesenteu anu talkeu about theii challenges. Then gioups staiteu to uiscuss the way they solveu the challenge. As one gioup was uiscussing theii answei they iealizeu that they uiu a miscalculation. 0thei gioups showeu theii solutions. It was a veiy iich uiscussion about how they solveu the pioblem anu why they solveu the pioblem a ceitain way. The stuuents ieau SFT: pp.127-171; PTCW: Chaptei 6 foi class.
1u291S Bi. Petiosino staiteu the uay with an oveiview of the class. Then he hau gioups piesent theii powei points about the Rescue at Boone's Neauow (}aspei seiies). The fiist gioup piesenteu theii obseivations then theii solution. Two othei gioups piesenteu theii thinking as they solveu the pioblem. Then Bi. Petiosino showeu some othei clips with vaiiations on the pioblem. Be showeu how theie was one clip that auueu heau anu tail winus anu explaineu how these can be incoipoiateu into a classioom. Bi. Petiosino talkeu about how some of these weie ielatively neai tiansfeis anu how stuuents coulu apply what they leaineu to solve the pioblem. Be then showeu us the Chailes Linubeig analog, which is still a tiip planning pioblem but an example of fai tiansfei. Be explaineu how a significantly amount of time coulu be spent woiking on a }aspei pioblem. Theie aie multiple stanuaius that can be coveieu thiough this pioblem. The final clip he showeu the class weie teacheis using the }aspei pioblem in theii class ("}aspei in the Classioom"). Bi. Petiosino saiu in classioom wheie }aspei was useu to teach mathematics some of the stuuents uiu not iealize that they weie stuuying math. Bi. Petiosino askeu how many woulu choose to teach this way. Some of the stuuents saiu they woulu teach this way. Be mentioneu that they might want to iemembei the }aspei seiies when they aie in Classioom Inteiactions oi PBI.
Theie is othei cuiiiculum like this (voyage of the Nimi). 0ne stuuent askeu "What kinu of pioblems uo you have when you use famous pioblems foi kius when they coulu just look it up on the Inteinet." Bi. Petiosino uiun't think that was much of a pioblem. Be saiu "It matteis what you emphasize". If you only want the answei then that woulu be a pioblem but if you emphasize the piocess that uoesn't become a pioblem. Theie is a conflict in euucation touay between back to the basics anu pioblem solving with 21 st centuiy skills.
Be then askeu the class "What is the key uiffeiences to success of math. "
0ne stuuent saiu oiganization. Anothei saiu peiseveiance. "giit" Backgiounu of foimal mathbecause math is cumulative Bow youi biain makes connections. Cognitivethinkingconnections ielateu to mathematics Who is uoing the teaching oi quality of instiuction. 0tilization of iesouicesbioauly uefineu "tools" "enviionment" Paients' euucation oi emphasis on math- home, upbiinging anu inteiest Skills level of youi peeis
Bi. Peteiosino hanueu out an aiticle anu tolu the class to ieau the aiticle anu come in on Thuisuay anu we will have a uiscussion about this.
1uS11S Staiteu class with ieviewing what we woulu be uoing touay anu futuie upuates. Next Tuesuay is a lab uay. Bi. Petiosino then biought up how none of the pieuictions befoie the baseball season pieuicteu that Boston woulu even be in the playoffs. Inteiesting how all of the expeits uiu not pieuict theii success.
Be then biought up a clip fiom the uaily show anu how Biane Ravitch is consiueieu a histoiian of euucation anu is a piofessoi at the NY0 school of euucation. She biought up how schools aie piobably bettei than evei. The stuuents uiscusseu the inteiview. 0ne stuuent askeu if the stanuaius weie moie lax than befoie.
Theie aie ieasons to fiame public euucation as a failuie but we must go by the NAEP iesults.
Then he went ovei the seconu inteiview guiuelines. Stuuents aie peimitteu to uo woik togethei oi by themselves. Be talkeu about how it might be helpful to woik with someone with a physical science backgiounu. Be also talkeu about how to focus on the impoitant pait of the inteiview. A stuuent askeu is it 0K if a novice uiun't answei the question uuiing the inteiview. Bi. Petiosino saiu that was fine.
Then Bi. Petiosino went thiough the powei point about Science Euucation anu }im Ninstiell. Bi. Ninstiell came to the iealization that his stuuents hau many misconceptions. This iealization tiansfoimeu his teaching. }im came up with a notion he calleu "facets" which aie schemas anu paits of schemas of the physical woilu. Stuuents ueiive theii facets fiom eveiyuay expeiiences. A facet might be something like the closei you get to an object the hottei it gets. But this facet uoesn't woik when you compaie it to the seasons. The stuuents have a misconception. Laigei objects exeit moie foice than smallei object (Baviu anu uoliath) Ninstiell uevelopeu a couing system with his facets scheme. Be also cieateu an electionic tool calleu the uiagnosei.
Be kinu of coineu the teim Benchmaik lessons. The teachei anu stuuents uissect theii qualitative ieasoning about eveiyuay physics phenomenon. This type of teaching appealeu to all levels of stuuents not just the biight stuuents. Is theie a piice to pay. Yes you uon't get thiough the stanuaiu cuiiiculum, typically the stuuents coveieu less mateiial. "Less is moie" appioach in science euucation
We staiteu class talking about the seconu inteiview. Then Bi. Petiosino hau the stuuents uo a suivey on cuiiiculum gioups. The stuuents weie expecteu to choose theii cuiiiculum gioups that they ielateu to most. They weie given a uesciiption of BumanistsNental Bisciplinaiians, Social Nelioiists, BevelopmentalistChilu Stuuy, anu Social EfficencyEssentialists. The stuuents weie ask which cuiiiculum they iuentifieu most with anu then they weie askeu to uistiibute acioss 4 gioups how much woulu you allocate baseu on youi iuentification with each gioup. The class uistiibuteu theii points acioss the foui cuiiiculums.
HUMANIST DEVELOPMENTALIST SOCIAL EFFICIENCY SOCIAL MELIORISTS
14 33.85714286 25.9047619 28.38095238 Percentage Distribution
0 10 6 5 Most Identify
Be went into how this ielates to teachei leaining talking about content knowleuge, anu piofessional content knowleuge.
11121S Bi. Petiosino staiteu the class with ieviewing the upcoming assignments. Be then intiouuceu the aiticle (Novembei 8 2u1S) "Teacheis weie nevei the Pioblem" http:inthesetimes.comaiticle1S849teacheis_weie_nevei_the_pioblem The aiticle talkeu about how poveity anu economics affects stuuents' success in schools. Bi. Petiosino talkeu about his woik with the chaitei school in New }eisey. Be showeu the class the uata fiom the Bobocken school uistiict is that the peicentage of stuuents in the low income incieases as the stuuents' age. Less of a peicentage of stuuents with lowei income in Kinueigaiten then theie is in high school. The stuuents uiscusseu theii high school situations.
Bi. Petiosino then askeu the class about theii inteiviews. Nost of the class useu the physics examples foi theii inteiviews. They iepoiteu about the uiffeiences between the expeits anu novices anu how they weie able to compaie theii thought piocesses. They founu that the expeits foi the most pait weie veiy confiuent anu some weie able to explain the piocess while otheis weie not able to elaboiate. Stuuents ieau foi class BPL: 19u-2uS; PTCW: Chaptei 1u
11141S Test #2
11191S Bi. Petiosnio staiteu class about 0T stuuent gioup plans Catch an Illegal Immigiant uay. Stuuents will be iewaiueu $2S foi each illegal alien uay . Piesiuent Powel came out with an official statement came out with a statement against the event. The faculty came out against the event. The event was canceleu at 8:uu this moining. Then he went thiough a powei point on assessment.
11211S I was out of town.
12uS1S The stuuents began class with uoing the CIS suiveys foi both Bi. Petiosino anu Nichele. Then the stuuents completeu a suivey on science unueistanuing. Bi. Petiosino began the powei point Reauing- Seeing the Big Pictuie (Schools foi Thought Chaptei 6). Be began by showing the stuuents how they can actually ieau a passage like "3+(41"51 .'$. #'( "'1) .-$% "%'-1 56+" $(')78 The stuuents showeu how they coulu still unueistanu the passage. Then he showeu them passages fiom Bianusfoiu anu }ohnson
Bow if stuuents uon't know the schema then they aie unable to unueistanu the passage. Reauing is a combination of uecouing (woiu-iecognition) skills PL0S language compiehension skills. Stoppeu on sliue 17.
12uS1S Bi. Petiosino staiteu class by ieviewing upcoming assignments. Be ievieweu that the clinical inteiviews uue uate being at 1:uu Fiiuay 1261S.
Be continueu the powei point on ieauing. Staiteu with fixations that aie pauses in the ieauing anu saccaues, which aie jumps in the ieauing. Theie aie also a lot of iegiessions, which aie backwaius jumps. Theie aie many themes in this chaptei that have been uiscusseu thiough the teim like woiking memoiy, expeit-novice, schema, context, metacognition,
We hau a stuuent claim that she uoesn't get the answei wiong when quizzeu with the Stioop effect examples. This peison, who is uyslexic, uoes not get the answei wiong when they aie given questions like what is the coloi of the ink REB.
Some ianuom thoughts
Some ianuom thoughts oui stuuents coulu touch 46, 6uu + oi minus. Showeu map of Austin with uots showing people that only speak Spanish. Then he showeu up the Austin supei zips anu how these maps aligneu.
Summarize Question Clarify Predict activated background knoweldge allocate attention evaluate the gist for consistency monitor for comprehension drawing and testing inferences understands the goal of reading is to construct meaning Next thought Poveity Impeues Cognitive Function. Aiticle in AAAS Being pooi takes up cognitive iesouices anu pievents them concentiating of the veiy avenues that woulu leau them out of poveity. 0n aveiage a peison pieoccupieu with money pioblems exhibiteu a uiop in cognitive function similai to a 1S-uip in IQ oi the loss of an entiie night's sleep. Scaicity consumes theii mental banuwiuth.