EDUC 7105 Module 1 Post
In reviewing Siemens’s “metaphors of educators” I feel that the metaphor which best describes the role I play in my classroom is “Educator as Curator”. I feel that you learn best by doing, however, as Siemens (2007) states the educator is the expert with the knowledge base and must understand the frustration of exploring unknown territories. In my classroom, I often use the workshop model to provide instruction. In this model, I lead a short lesson either introducing or reviewing material. I then allow students to struggle with this skill via a task in order to allow the student to gain knowledge on his/her own. We then move into working with partners or small groups to gain knowledge and understanding from one another. From there, students work independently in order to complete a task. This process can take 1 class period or several days, depending on the material. Throughout the process, I mingle with groups, listening to conversations, and often asking questions in order to promote higher level thinking. At the end of this process I allow students to share what they have learned, any strategies they used, resources they found helpful, etc, with their classmates through presentations.
In doing this, I give my student a “piece” of their learning while they further explore the concept, create proof of learning, and connect with peers.
Siemens, G. (2008, January 27). Learning and knowing in networks: Changing roles for educators and designers. Paper presented to ITFORUM. Retrieved from http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf
Hi Beth,
ReplyDeleteI agree with your caption of Siemens’s view of, “the educator is the expert with the knowledge base and must understand the frustration of exploring unknown territories”. Teachers are the facilitators of improved learning. An introduction to a new lesson can sometimes be challenging for learners. I think it is good that you give an introduction task where learners express what they already know. The learner may also explore and gain new independent knowledge with the introduction activity. The educator may anticipate the learner’s confusion during the introduction task. The educator supports the learner with clarifying concepts. The educator may also check for understanding by asking questions. An introduction task prepares learners for working in groups where they are able to learn from each other.
Vaughn