As most of you know I have the last edition of the HDB book. Well this time chapter 23 is not on the topic we are to read, in fact that topic is not evident in the book. This is a bit frustrating. Until now this book has been very effective, and useful. The changes haven't been blocking my understanding of the concepts, some examples have been different, but it's compatible.
Anyway, since I was behind in my blogging I wanted to catch up. I'll blog on content after class tonight.
Monday, December 1, 2008
I missed class last week because of a migraine. This makes writing about class impossible. Instead I'll tell you about what I was thinking about.
A couple weeks ago we viewed a clip of a teacher doing a lesson on banking. Many of us said that the lesson went on too long. However, research tells us that we need to change activities with a frequency that correlates to their age. The basic formula is 1 minute per year and this can be stretched by a minute or two over their age. The lesson we viewed was only a ten minute clip of a longer lesson. This is not technically going over the limit. I think our problem was that by not being in the room we missed out on a lot of what was going on. Also the video was edited so how long was the lesson actually?
Just something that's been bothering me. Most 12-18 year olds can handle lessons of 20 minutes before a change. Why was that 10 minute lesson for adults not so successful to us?
A couple weeks ago we viewed a clip of a teacher doing a lesson on banking. Many of us said that the lesson went on too long. However, research tells us that we need to change activities with a frequency that correlates to their age. The basic formula is 1 minute per year and this can be stretched by a minute or two over their age. The lesson we viewed was only a ten minute clip of a longer lesson. This is not technically going over the limit. I think our problem was that by not being in the room we missed out on a lot of what was going on. Also the video was edited so how long was the lesson actually?
Just something that's been bothering me. Most 12-18 year olds can handle lessons of 20 minutes before a change. Why was that 10 minute lesson for adults not so successful to us?
Teaching Styles
Somehow I feel like I've kind of lost my identity. I've had so much Brain Based Learning shoved down my throat that I'm really no longer sure where I've come from.
Brain based learning explains why people need the different styles and why some of them work and some don't. This was so loved by one of our superintendents that every teacher in the district owns a copy of Teaching with the Brain in Mind. Then we had study groups on the readings. I didn't go.
As Jody said in her blog we often answer the questions about learning styles with comments about "except when." Overall we really do have tendencies, there will always be exceptions. That's what makes them rules.
Brain based learning explains why people need the different styles and why some of them work and some don't. This was so loved by one of our superintendents that every teacher in the district owns a copy of Teaching with the Brain in Mind. Then we had study groups on the readings. I didn't go.
As Jody said in her blog we often answer the questions about learning styles with comments about "except when." Overall we really do have tendencies, there will always be exceptions. That's what makes them rules.
Subscribe to:
Comments (Atom)