First Casti (2008) is a nice and short article that gave a brief review of what model is. It is important for us to understand what model is before we start. The discussion of predictive, explanatory, and prescriptive models is also interesting. Can we match those three kinds of model with empirical, conceptual, and design-based research?
The author suggested that is a "midway" between lecture style and discover learning. Actually, today when I teach a bible study class, I tried the method. I feel that people are more engaging, but it put a lot of cognitive load to the teacher because the teacher need to
1. understand the goal of the instruction very clearly; otherwise, discussion can be offtrack easily.
2. able to monitor the misconceptions.
3. able to come up with effective scaffold
4. as Clement (2008) suggested, the teacher need to hold off topics so that students can focus on one difficult topic at a time. Of course, it means that the teacher need to know what is difficult.
Of course, we may give teachers tool to guide them to decrease their cognitive load. For example, we can have some ways to guide the teachers to do preparation so that they have a list of misconceptions and corresponding scaffolding questions.
Actually, I am reading some ITS papers lately. It makes me thinking about whether those kindS of scaffolding can be performed by computer (or computer and teacher "work" together)?
Victor
Subscribe to:
Post Comments (Atom)
Posts
3 comments:
Victor,
I also was able to get a good intro to model types (and different uses) from Casti. However, I would need practice to identify logical, mathematical, experimental, and theoretical on my own still. What are "empirical, conceptual, and design-based" that you mention? Anyway, I think Casti was trying to say that any models CAN be predictive, explanatory, or perscriptive, depending on how they're laid out.
Besides your warnings about Clement's article (your 4 points for a teacher to "watch out for" were very well worded), my problem was in the title: "large group discussion." I was hoping to read this to find another method of introducing inquiry/critical thinking into our large Intro Biology class (550 students), but I don't think I got it. What does this author mean by "large group?" 30 students perhaps (that is very small to me!!).
Still, I can see how it would be useful in that small size, and can see how curricula could be written to prepare a teacher (offering common student misconceptions, references for primary articles on the topic/content, models other classes have constructed, or even video clips of how this looks in a classroom).
I'm curious about your ideas about computers making the scaffolding questions. I can't imagine how it would do this...except to make more general questions about topics (shows how much I know about computer programming, huh?!)
Victor, as you will find out, ITS research has a long history...started with teaching machines (a la behaviorism) until more complicated ITS systems under the impact of cognitivism. Latest examples is the Adapt-IT tool we developed with the European Union funding that addressed complex cognitive skill training. Each tool, of course, provided scaffolding support depending on the ID theory employed. Dr. Ge and I submitted a proposal to develop a automated cognitive system to support complex problem solving in Meteorology and Computer Science. I think we have a more adaptive system compared to others. Still, no computer can replace teacher in that respect. However, these systems will be a good support when teachers do not necessarily have pedagogical background (such as university professors).
Re different types of models: Pay attention to how different types of models could support different types of learning outcomes. As you read theory papers on model-based learning, the examples they provide may be of a particular type of model. However, when you look at application/research papers (I had included a few from science education) you see that they include a variety of different models. It is important to match the type of model utilized in the class so it can serve for attaining the teaching goal.
Post a Comment