What do people think is going on in students’ minds @covingtonedu.bsky.social ? “We build on prior knowledge building schema. Giving examples & non-examples, and imparting knowledge is more effective than letting them figure it out themselves based on what they've already learned. - ThreadSky

mathillustrated.bsky.social • 5 days ago

What do people think is going on in students’ minds @covingtonedu.bsky.social ?
“We build on prior knowledge building schema. Giving examples & non-examples, and imparting knowledge is more effective than letting them figure it out themselves based on what they've already learned.

Comments

covingtonedu.bsky.social•5 days ago

They've conflated explicit teaching with active learning and the actions of teachers with the processes of learners. For as much as they try, they'll never be able to learn for someone and construct understanding in someone else's brain.

mathillustrated.bsky.social•5 days ago

I will continue to ask questions of this individual because I am so curious about how far down the rabbit hole it goes

mraleosays.bsky.social•5 days ago

Ignoring the epistemological issues that stem from assuming you can build knowledge in someone else’s brain, I can’t get over how dumb it is these approaches are positioned as antithetical to inquiry. I give examples ALL THE TIME. I give short lectures that build on prior knowledge ALL THE TIME.

damianmolinari.bsky.social•5 days ago

This is something I don't understand. Why do proponents of those approaches spend so much time on logical fallacies? The worst one is the straw man conflating inquiry with unsupported discovery learning. Deep learning requires a number of practices.

mraleosays.bsky.social•5 days ago

Then I’m like—okay, now that we’ve explored this thing explicitly, what do you want to use these tools to accomplish? How do people in the field (or in communities you’re in) use them? What questions can you pose and answer with them? Ya know, actually having them USE and APPLY that knowledge? 🤷‍♂️

covingtonedu.bsky.social•5 days ago

This is why @cmooreanderson.bsky.social's cybernetic model is a much more honest representation of knowledge-constructing feedback loops between teacher and learner: no matter how thorough the explanation, meanings still can't be transmitted, they can only be understood.

covingtonedu.bsky.social•4 days ago

https://bsky.app/profile/covingtonedu.bsky.social/post/3lpjmwnrmi22v

covingtonedu.bsky.social•5 days ago

So it would seem to me that putting less emphasis on faultless communication and more emphasis on co-constructing meaning, aka sensemaking, is actually the most effective & efficient way to *learn*, even if it can be more complicated to *teach*.

But isn't that the point? 🤷🏼‍♂️

covingtonedu.bsky.social•5 days ago

If the teacher is the only one doing the explaining, they're the only one doing the learning.

IMO, we make teaching harder than it should be exactly because we don't rely on student understanding, background knowledge, and our collective capacity for collaborative sensemaking.

ziterman.bsky.social•4 days ago

Knowledge can't be transmitted, only information can be transmitted. But they conflate information with knowledge all the time, so... Their model of teaching is this Matrix scene:

covingtonedu.bsky.social•4 days ago

And even then, information requires interpretation to make meaning of. Radio waves are flying all around us, for example, but that information is otherwise invisible & incomprehensible without the right sensemaking tools. The analogy to education is clear, imo.

larryferlazzo.bsky.social•4 days ago

Dear

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