Teachers: I am a guest at a large high school in south Texas today and for a few more days. I had the following thoughts during a math class - some of it is stream of consciousness, so reader beware. (I was observing the teacher's use of technology, but the projector was broken, so the teacher was using "old school stuff - rather than leave, I stayed to watch student engagement) I was reflecting on the utility of the theories we have studied, and became aware that we've been addressing them from the perspective (mostly) of the individual (as they are "written) but it might also be a benefit to look at them from the context of a classroom too. +++++++++++ Interesting observation from a high school * CIP Seems the teacher has a pretty clear idea about how the information is to be presented, what the order of information and steps need to be, but the way it comes out of the teachers "head" and the way it goes into the students' "head" is quite different. It is jumbled by interactions among students (good and bad), genuine confusion, passing notes, checking text messages, not paying attention, concerns about babies, boy/girlfriends, and students sleeping. Students often ask about "stream of consciousness" stuff, like "Does anyone ever call you 'mom'?" In this classroom, most students seemed to like, very much, the teacher, and she just tried to "roll" with all the punches today. Technology (especially those used for "display") may assist in the "transfer" from one head to another. I can't imagine a "teaching machine" being a bad thing right now!! Solution (humbly stated): Seems the organization of the info needs to be presented in more than words - the graphic organizer is our friend. Strategies for securing students' attention are critical. *Zone of proximal development: Students interact in desk clusters, one student shows another how to solve a problem, how to put the information into the calculator, and also discusses "what's up." Teacher tries to "guide" students, as a whole class, across the zpd using the overhead, working examples, and asking lots of questions. She knows a lot about what students don't know, and tries to address those issues. Solution (again, offered with humility): I think the CIP give the best direction, and the recommendations to make here look like CIP. Giving a problem, solving in groups or pairs, example provided to whole class by student ... maybe. *Piaget There's not much research happening in this class. - except, when the teacher puts a problem on the overhead, some students are CLEARLY in disequilibrium. Some set to work right away, others ask questions, others ... just kind of checking it all out but not really participating. Seems they're ok with the disequilibrium, or they have given up. In another class, I watched a kid struggle for about 20 minutes, but didn't ask questions, didn't seek help from peers, looked at the example on the screen, and eventually, jumped up from his desk, crumpled his homework worksheet into a ball, and said "I give up. I don't understand." The task was very easy, but the teacher was unable to "ask" him questions, or (zpd) provide any guidance. There's likely some negative experiences at work here too, Dr. Skinner. Solution: Several of the teachers did this today, and the best approach seemed to be providing a "real world" example (bridges, trajectory of a basketball) - but the examples were "provided" - students could have been asked to solve the problems with the info they had. *Behaviorism The manner in which the students interact with the teacher, and the teacher interacts with the students. Students behavior in class, their willingness to attempt to solve problems, the "excitement" they feel when they solve the problems correctly, the giving of feedback by the teacher right away. Others are calm, and uninvolved. A couple sleep. Solution (really humble, ok?) Reinforcement and shaping of behaviors, anyone? Letting students sleep or be disruptive seems very practical - let sleeping dogs remain so, right? Trouble is the pesky accountability system holds teachers and schools responsible. Reinforce "involvement" behaviors, participation behaviors, on-task behaviors. Finally, the trouble with a large class of students is that it is impossible to monitor knowledge construction, ask the right question at the right time, or to reinforce the desired response for ALL the students. Technology tools like Interwrite Pads, and Quizdom (audience response systems) might be useful in this regard. DH