Thursday, November 4, 2010
Chapter 2: Super Summary
Chapter 2: How Can I teach students the skills they need when standardized tests require only facts?
Concern about fact learning has intensified in the last ten years as the new emphasis on accountability in education has brought an increase in the use of standardized tests. (p. 26) It is also true (though less often appreciated) that trying to teach students skills such as analysis or synthesis in the absence of factual knowledge is impossible. (p. 26) I find these two quotes interesting as that is how I feel as an educator being pulled in two different directions when in fact it is one direction most teachers are trying to take their students and that is through the stages of higher levels of thinking by building a solid foundation so the student can explore/investigate more of the unknown independently.
The very process that teachers care about the most—critical thinking process such as reasoning and problem solving—are intimately intertwined with factual knowledge that is stored in long-term memory (not just found in the environment). (p.28) This factual knowledge can be built by real life experiences and opportunities before most students enter the classroom. When students have a foundation of knowledge before entering the classroom; school and learning as gaining more knowledge is easier for them.
All kids need real word experiences to build upon. Teachers can give experiences by reading books, watching videos, use of interactive web 2.0 tools with the computer. Trying to tie together separate pieces of information from the environment is called chunking.(p.34) I learned that background knowledge allows chunking, which makes more room in working memory, which makes it easier to relate ideas, and therefore to comprehend more material which enriches vocabulary, bridge gaps of the unknown and can help guide the interpretations of non-sense sentences.
People who can really help teachers and student are the school librarians; who are a vital part of schools as they can lead students to books at their level and in their interests. We need student to read on their level for enjoyment but also to increase their own reading vocabulary and skills, books too easy don’t increase vocabulary and books too hard are not understandable and become frustrating.
Trying to level the playing field is a teacher’s greatest challenge. There are no shortcuts and no alternatives to trying to increase the factual knowledge that the child has not picked up at home. (p.50) Knowledge can be learned incidentally; teachers use this opportunity all day long to add facts or to question more about what is begin taught. As well as, early intervention is the key to higher order learning; if a student is falling behind catch the student and begin an intervention to keep them on level if possible or they will always be behind their classmates.
As any teacher knows, just drilling would do far more harm by making students miserable and by encouraging the belief that school is a place of boredom and drudgery, not excitement and discovery. (p. 51)
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CK, Your analysis of this chapter was spot on: "...as an educator [I feel like I am] being pulled in two different directions when in fact it is one direction most teachers are trying to take their students and that is through the stages of higher levels of thinking by building a solid foundation so the student can explore/investigate more of the unknown independently." Teachers have been trying to find the balance between prepping students for standardized testing achievement and teaching students how to think for the real world. This chapter helped me see that balance between the two can exist.
ReplyDeleteWillingham states that "we must ensure that students acquire background knowledge parallel with practicing critical thinking skills" (p.29). It is through this background knowledge that students can apply information in order to learn new information and to problem solve. Without background knowledge, students struggle in school. Skills like reading comprehension depend on background knowledge. "...Comprehension depends on background knowledge and that's where kids from privileged homes have an edge. They come to school with a bigger vocabulary and more knowledge about the world than underprivileged kids (p. 37). This is why we must expose children to a variety of real world experiences. In her post, CK mentioned that "teachers can give experiences by reading books, watching videos, use of interactive web 2.0 tools with the computer." This is where I think that technology is vital. We can utilize things like interactive maps, online videos, speeches, music, photos, etc. to allow underprivileged kids to take a virtual tour of things from around the world. We can use technology to help expose students to things that they would not have access to at home. We can help build background knowledge and help narrow the gap for students that might not otherwise have these experiences (background knowledge).
Finally, I think that it is important that we remember that simply teaching facts through a rote memorization or "drill and kill" process does not improve achievement. Willingham states that while "it is certainly true that facts without the skills to use them are of little value. It is equally true that one cannot deploy thinking skills effectively without factual knowledge" (p. 47). As with everything in education, we must find balance in order for students to be successful learners.
I found out how important background information really is and some knowledge of softball to read a book in our guided groups. One young lady had no background or idea of how to play the game and we struggled to read the book. She understood and we read the book again after she played the game but without some knowledge she had no idea what softball is. This week I had students read about a baseball player for our first nonfiction book and found the same thing. I had one student who had never played and another who didn't know the positions on the field so it was harder for them to comprehend. Students can greatly benefit from the internet to help fill in the gaps if they don't have the opportunity to experience things first hand.
ReplyDeleteI agree on the drill and kill for teaching facts. A fellow colleague, who has years of experience, and I were talking that it was more important that the students have the process for figuring out the answer than having it memorized. If they can't draw on the answer from memory, hopefully, they can figure it out by knowing the process in getting the answer.
ReplyDeleteThis was a great summary of the chapter. As teachers, we know the importance of background knowledge and we too often see those students who do not have the life experiences that the other students have had. Ck and Michelle both metion how we can give experience to our students through reading books, watching videos, interactive web 2.o tools. This is vital for those students who have not had rich experiences in their lives.
ReplyDelete"...a child who starts behind in terms of knowledge will fall even further behind unless there is some intervention.....this is a major factor in why some children fare poorly in school." (pg.50).
I had a student last year who was very far behind in background knowledge with even the smallest of things that we take for granted thinking every student knows. That student struggled throughout the year and from the quote above will probably continue to struggle throughout school. Even though we enrich their life with experiences through books and web 2.o tools, they are still behind because they need to be exposed to even more knowledge and experiences than the other students to lessen the gap. I agree, this is our greatest challenge as teachers.
Jolene, I agree with your last statement...if they can't draw on the answer from memory, hopefully, they can figure it out by knowing the process in getting the answer. This is an important skill....knowing the process in finding the answers.