Chapter 10 Pages 239-243

1. Chapter 10Pages 239-243 Getting Beyond Oversimplification

2. Questioning Past & Present • To understand—ideas and claims must be tested not just mentioned • Testing ideas and claims is how meaning is constructed and simplistic thinking is overcame • Misunderstandings and forgetfulness occur when ideas are not tested but only covered • Important ideas are not examined from different viewpoints • Education for understanding—emergent questions are essential to understanding

3. How and When To Teach • Teaching is not defined as direct instruction only • The type of teaching used depends on goals, style, students and situation • Good teaching consist of looking at goals, the learners needs, and the situation

4. Types of Teaching • 3 broad categories of teaching • Didactic or direct instruction: the teacher demonstrates, lectures and questions; the student receives, takes in, and responds • Facilitative or Constructivist: the teacher discusses, guides inquiry, and uses open-ended questions; the student constructs, examines and extends meaning • Coaching: the teacher guides practices and provides feedback; the student refines skills and deepens understanding

5. Self-Deception based on habit & comfort • Instructional Methods should be based on what is needed and NOT on what is most comfortable for the teacher. • Teaching for understanding requires all 3 types of teaching routinely. • Deciding which to use and when requires the teacher to use “if/the” statements • General Guidelines to use when making instructional choices: • Be explicit with yourself & your students • Distinguish between “just in time” & “just in case” • Build-in metacognitive opportunities & reflection • Textbook used as a resource only • Let models do the teaching