Comments for Copy / Paste by Peter Pappas

Comment on A Taxonomy of Reflection: Critical Thinking For Students, Teachers, and Principals (Part 1) by Observing and Feeding Back to Staff | eLearning Infusion

Observing and Feeding Back to Staff | eLearning Infusion — Sun, 19 May 2013 09:49:07 +0000

[...] the observation and forming the foundation of the reflection. Another link in the chain was the Taxonomy of Reflection described by Peter Pappas to provide the structure for the reflective [...]

Comment on David Foster Wallace on Water and the Value of Education by Suzanne

Suzanne — Fri, 17 May 2013 18:38:36 +0000

Thank you for sharing. I found truth and delight in that much needed message.

Comment on Turn Your Students into Data-Driven Decision Makers by Amie

Amie — Fri, 17 May 2013 18:05:57 +0000

Peter, your blog is fascinating – thank you. I appreciate your dedication to learning and teaching. Another free and powerful tool that students can use to transition into data-driven decision makers is Google Spreadsheets. Spreadsheet Solving is a free resource geared for students to discover the fundamentals and applications of spreadsheet knowledge, while importantly, building upon their problem-solving and logical thinking skills.

http://www.spreadsheetsolving.com

Thank you,

Amie

Comment on Think Like a Historian: Close Reading at the Museum by Peter Pappas

Peter Pappas — Tue, 14 May 2013 20:59:13 +0000

Sounds good Anne,

You might like this post as well – models a more student-centered summarizing technique How to Teach Summarizing: A Critical Learning Skill for Students

Cheers,
Peter

Comment on Think Like a Historian: Close Reading at the Museum by anne rhodes

anne rhodes — Mon, 13 May 2013 13:42:32 +0000

Hi again,
Thank you for this insightful reply. I am going to show it to my colleagues and let them think about this. I am a librarian and don’t teach any classes, but I realize that when I do interact with the kids, I have a tendency toward your first description. I already have in mind what I want people to say and just wait for someone to say it. I am going to make an effort to try and get some real reflection and discussion going next time I have an opportunity to interact with students.

Comment on Think Like a Historian: Close Reading at the Museum by Peter Pappas

Peter Pappas — Fri, 10 May 2013 17:23:13 +0000

Thanks for the chuckle, Anne. OK, I admit that I sort of lost the “student voice” there a bit.

But we can train foster more depth and engagement from students. (BTW – a key goal of Common Core)

Actually I think that students are rarely asked what they think. Teachers tend to ask questions that the teacher knows the answer to. Thus, the student perceives the need to get the question “right” and is hesitant to stray far from “right there” types of observations.

Watch a typical whole group discussion in the classroom and you’ll most likely see a “hub / spokes” flow of information. Teacher to student A and back to teacher. Teacher to student B and back to teacher. So it goes as the “bluebirds” get to show how smart they are. Over time, students learn that their comments are of provisional value until “approved” by the teacher. That’s because in this style of discussion the teacher is most likely searching for specific replies – sort of playing “guess what I’m thinking” with the “best” students in the class.

Students tend not to listen to each other and only focus on what the teacher says or validates – “will that be up on a test?” When students are put in small group discussion, they rapidly get off subject. With no teacher to validate their comments, they naturally gravitate to other subjects where peer comments are valued – “what are you doing this weekend?” Often teachers then conclude that small group discussion doesn’t work.

In my workshops I train teachers in discussion techniques that foster student reflection and interaction. The strategies are focused on getting the teacher out of the role of information gatekeeper and encouraging student-centered dialogue.

With practice, teachers find that students are eager to engage and participate. We know they want to contribute, because outside the classroom, students are flocking to social networks to share their thinking with one another. It’s unfortunate that our students can’t be part of the (offline) social network sitting beside them in class.

Comment on Think Like a Historian: Close Reading at the Museum by anne rhodes

anne rhodes — Fri, 10 May 2013 13:54:11 +0000

Hi,
This is a great post and I am planning to share it with the teachers at my school. I think they will chuckle though when the read the answers that were supposedly “brief answers as if I were a high school student reflecting on their experience.” In my experience it would be difficult to get this level of response from students. Some of the really motivated kids might do this, but most would give a few words and a virtual shrug. Sorry to sound so pessimistic but this is at least the reality that I have seen.

But, that is not a criticism of your post. I appreciate you sharing it and also think that it is a great concept. We can always dream that students will really engage!

Comment on Why Do Teachers Ask Questions They Know the Answers To? by Peter Pappas

Peter Pappas — Thu, 02 May 2013 12:27:42 +0000

Hi James,
Your observations, while cynical, are far too accurate.
Here’s to better days ~ Peter

Comment on Why Do Teachers Ask Questions They Know the Answers To? by James Turner

James Turner — Thu, 02 May 2013 02:03:19 +0000

Because it is safer, taught in teaching courses, and requires no thinking or creativity. Teachers need to ask questions that spark thinking, innovation, twist, and challenge. The problem is that this cannot be quantified for teacher evaluation so it is forbidden and attacked by education leaders and politicians who want ant like conformity.

Comment on Watch Problem Based Learning in Action: Apollo 13 by Peter Pappas

Peter Pappas — Fri, 05 Apr 2013 20:19:46 +0000

Hi Sarah,

I’m not familiar with those categories of problem solving, so I couldn’t answer your question. My purpose was to illustrate the notion that problem can create an incentive for a re-examination of foundational understandings.