Tuesday, November 3, 2015
Week 11 Post
The readings really focus more tis week on the importance of outside knowledge on a students performance inside the classroom. Braud and Reiss accurately state that many students just memorize information learned for a test and forget it as soon as it is over. I have for one defiantly been counted in that number. Yet when students spend roughly 2/3rds of their time( learning science from outside )resources according to the text teachers have no choice but to develop a lesson plan combining both. These outside recourses such as museum ,planetarium and science museums can be used to reinforce the topics covered in class that are often seemed hard to grasp. They don't contain competing agendas because they can reinforce what a professor speaks about with an application on a macro scale. These science centers also provide teachers with classroom resources such as extensive 3 dimensional diagrams, and in house labs. I believe if a teacher really wants to maximize their classroom time they will definitely harness their collective classes outside knowledge to their advantage and make for a more interesting and enriching classroom environment.
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Finding the peaceful coexistence between the out-of-context material presented and the classroom requirements are maybe the biggest challenge presented before these teachers because, as you said, competing agendas give a conflicting dilemma. The discussion we had last class gave me a lot of peace knowing that experienced teachers have forded some of these waters already, and particularly the Braud and Reiss article had such concrete framework for this. I gained a lot of confidence just briefly being exposed to these resources.
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