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Beyond the Essay: Making Student Thinking Visible in the Hum
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gntenos



Joined: 30 Jul 2020
Posts: 13

PostPosted: Wed Aug 19, 2020 1:28 am    Post subject: Beyond the Essay: Making Student Thinking Visible in the Hum Reply with quote

We asked faculty to ask themselves the most important questions they could about student learning in their courses. How did they know that their students were learning? Did the students’ learning promise to last? What did teachers really know about the processes of their students’ learning, especially what we call the ‘intermediate processes,’ or the processes that experienced or expert learners employ habitually in their work but that are often tacit or absent in instruction. By asking these questions, faculty members discovered early on that what most interested–or eluded–them about their students’ learning could not be answered simply by looking at regularly assigned course work.” (Bernstein & Bass, 2005, p. 39)

In the quote above, Randy Bass reflects on The Visible Knowledge Project, a five-year, multi-campus program that sought ways of making student and faculty knowledge more visible to each other. Authentic student thinking is rarely surfaced through traditional assignments, and faculty thinking most often occurs at a distance from students’ learning experiences–in research activities, in class preparation, at conferences, in specialized journals.

Subsequent research on teaching and learning has picked up where The Visible Knowledge Project left off. Some scholars have worked on assignments that encourage students to create “external and thus concretized representations of personal understanding,” thus sharing their “process of mental construction” with faculty (Kandiko, Hay, & Weller, 2012, p. 71-72). Others have called for faculty to render explicit in the classroom the typically hidden ways of thinking and doing by disciplinary experts–not simply to model expertise but to shift students from recipients of others’ meaning-making to agents of their own meaning-making. The notion of “signature pedagogies”–ways of teaching that are “signature” or authentic to the discipline–calls for learning activities that “invoke the core characteristics of a discipline to help students think like a biologist, a creative writer, or a sociologist, rather than simply expecting them to passive accept analysis or findings of an expert who already thinks like a biologist, a creative writer, or a sociologist” (Chick, Haynie, & Gurung, 2009, p. 4).

These three ways of talking about teaching and learning—making faculty and student knowledge visible, externalizing representations of personal understanding, and having students create, produce, or perform their own interpretations or conclusions—shift students away from the role of passive recipients or consumers to creators, producers, or performers of knowledge, understanding, interpretations, and conclusions. The next two pages offer examples of humanities-based activities and assignments designed to fulfill these goals.
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riiupw



Joined: 18 May 2020
Posts: 14

PostPosted: Fri Aug 21, 2020 3:59 pm    Post subject: Reply with quote

It is no secret that despite the declining level of education in many countries, not all students make essays to order on https://www.customwritings.com Some people strive to gain real knowledge and write an essay on their own. I often write everything myself, but there are situations when I am looking for a professional from the paper writing service to write me several essays to order. Guys, what services do you use if you have such a need? Thank you.
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Nanali Nanali



Joined: 20 Jun 2021
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Location: https://liuxuesavior.com/shu-xue-zuo-ye-dai-xie/

PostPosted: Sun Jun 20, 2021 8:01 am    Post subject: 如何提升自己的数学水平 Reply with quote

如何提升自己的数学水平
数学作业代写 https://uk.liuxuesavior.com/shu-xue-dai-xie/ 在跟客户们交流的过程中一直在强调一个概念:完成作业不是数学教学的目的,学习数学是为了掌握数学思维。但就这一个概念,让很多同学都十分困扰。那么应该如何提升自己的数学水平,掌握数学思维呢?
“学而不思则罔,思而不学则殆”,想要提升数学水平就一定要勤于思考,不要总是想着完成作业就可以了,而是要研究作业背后的解题思路与方法,并作出总结。久而久之,由点到面再到系统的知识体系就构建完成了,这是提升数学水平的第一步。随后还要常做复习,多翻看自己的笔记和错题本,查漏补缺。最后要注意的是,要多问自己几个“为什么”,学会用辩证的眼光看待数学问题,这样才能促进自己的全面发展。
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nanasta



Joined: 03 Aug 2021
Posts: 2

PostPosted: Tue Aug 03, 2021 5:30 am    Post subject: Reply with quote

对于女生来说,在物理和历史之间应该选哪一科呢?
女生应该在物理和历史中选哪门课? physics代写
lunwenzhushou 作为一门理科的学科,在高中学习物理是非常困难的。本课题主要研究物体的运动,揭示物体的运动规律,电、磁等。

所涉及的内容比较抽象,学生在学习过程中需要用到大量的数学计算。所以math一定不能太糟糕,数学好的学生在学习物理的时候会更放松。对于思维比较灵活和科技基础比较好的女生来说,学习高中物理其实并不是挺难。
只要您用好了各种知识的定理和公式,学会了灵活运用它们来解决不同的问题,然后定期做一个错题复盘,将之前做错了的题涉及到的相关知识点反复进行理解,其实学起来并没有想象当中那么难。
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zhandarm



Joined: 03 Aug 2021
Posts: 2

PostPosted: Tue Aug 03, 2021 5:35 am    Post subject: Reply with quote

学数学基础知识多么重要?
如果你要在大学上数学课程,老师一定要请你描述你的数学学习的背景。你现在可以试一试回答这个问题。你对数学assignment代写
Shuxuedaixie
的经验毕竟多么丰富?对很多同学来说,数学是最难学的课程之一。当然,这有不同的原因。因为每个学生的背景不一样,一定需要考虑很多因素。
例如,你的数学老师要是比较专业,你可能对这个科学比其他学生更有兴趣。数学高考是学生要面临的很大的挑战,所以我们建议学生一定要好好准备,尤其是想在大学学习数学专业的同学。
学高等数学、统计学、线性代数其他高级课程,很好的专业基础是必要条件。因此,把基本知识学得越早,更难的东西也会越好学。
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FrankJScott



Joined: 05 Nov 2019
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FrankJScott



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PostPosted: Sun Aug 08, 2021 11:13 pm    Post subject: Best Cryptocurrency Details Reply with quote

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