THINKING vs. LEARNING
Insufficient learning occurs in many classrooms. Learning
is deliberate, purposeful, ingrained information that students will retain. Unfortunately,
we all know many students who think about new information but cannot apply
it outside of their learning environment or in a different manner than the way
the information was presented. It is
clear that numerous teachers are not effectively supporting student learning.
Often, educators plan a lesson, teach it, and assess for
learning. Inadequate. Based on Chapter One, these teachers are
setting students up for failure. We
should consistently assess for prior knowledge.
Although it may seem a waste of time to assess gifted students or those
who have grasped all prior material, this helps all students make connections
with information that has already been “wired.” In my opinion, teachers should also share
scope and sequence documents with students in various formats (for younger
students, I have found mapping and graphic organizers helpful). I also
encourage students to discuss and determine how new knowledge or information
fits into/around/with what they already know.
They have to think critically and use metacognitive skills to determine
connections which helps strengthen conceptual information networks in their brains.
Teaching the material one way is also unsatisfactory. Students need repetition and multiple pathways
of information input to be able to adapt what they learned to new
circumstances. Differentiation is key.
The homework menu is genius! Not
only do students take ownership of their work due to the element of choice, but
they also are firing the information in varied ways so it is wired with
increased synaptic strength. This undoubtedly leads to long-term potentiation.
All educators should master the difference between thinking
and learning, and should ensure that both transpire in their classes.
