1. [Knowing] Is there
any effective technique/strategy to help teacher in swapping incorrect
information that has been stored in students’ memory from a previous class?
2. [Creating] In
classes with different levels, is it fair to assess all learners mastery of
covered material by using the same tool?
1. Yes, find elements of truth in the students' misconceptions to build upon, and have the students test hypotheses and explain puzzling phenomena. Then work with the students to find a plausible phenomenon to promote conceptual change.
2. In some cases it is fair, as long as there are different types of tools used alongside that one to assess their mastery.
Asmaa, I like that you chose questions that had simple answers, but were also pressing your reader to relate the question to real life and form an opinion as an answer.
1. Yes, first you would need to figure out how the student might view the information in such a way that it is a misconception. For instance, how we discovered in the case study we used in class, that our student could not visualize that the earth was round. If we got to the root of the problem with this student's incorrect information we can then use questioning and new ideas to restore the information correctly.
2. As long as the tool is reliable and actually allows for you to test each of the learners and their different levels. It would have to cover a very broad range of thinking levels.
I agree with Abbie. Your questions were very simple and to the point, but at the same time required much thought.
1. Yes, find elements of truth in the students' misconceptions to build upon, and have the students test hypotheses and explain puzzling phenomena. Then work with the students to find a plausible phenomenon to promote conceptual change.
ReplyDelete2. In some cases it is fair, as long as there are different types of tools used alongside that one to assess their mastery.
Asmaa, I like that you chose questions that had simple answers, but were also pressing your reader to relate the question to real life and form an opinion as an answer.
1. Yes, first you would need to figure out how the student might view the information in such a way that it is a misconception. For instance, how we discovered in the case study we used in class, that our student could not visualize that the earth was round. If we got to the root of the problem with this student's incorrect information we can then use questioning and new ideas to restore the information correctly.
ReplyDelete2. As long as the tool is reliable and actually allows for you to test each of the learners and their different levels. It would have to cover a very broad range of thinking levels.
I agree with Abbie. Your questions were very simple and to the point, but at the same time required much thought.