What is my mental process for figuring out Dervin’s article? Well, so far it has been to read, reread and read again in a quite environment until something makes sense. Trying to make a connection to my life and what I know as an educator has been hard. When I was reading these first two chapters nothing popped out at me until I read the part about the concept of gap building. This was the first thing that started to make sense. Dervin points out that “describing and explaining that moment as seen by the actor” is the best way to communicate. This raises a lot of questions for me. How can I get my students to really buy into their education so that they can start to openly communicate during this moment or learning? I need the level of communication to increase in my classroom, but how do I do that? My third graders need prompting to know what to talk about or they are off task. They need to make this self-discovery on their own without my help, but I can’t be there to help all 29 students of my students at that very moment. They are going to need to communicate and use a plethora of tools “taught by educators” to decide which one best fits in that particular situation.
If I were to teach this content to high schoolers I would not assign 32 pages of dense reading all at once. I would start with a Google Slide presentation on the first chapter with lot of graphics and quotes to break down this dense material. The purpose would be to model and explain how to attack such confusing material. Then students would work in groups to read and discuss the second chapter. Each group would create their own Google Slide presentation explaining what they believe Dervin was trying to say. Later students would present them to the class. Once all groups presented we would discuss what common ideas were repeated among the majority of the presentations. Chunking this material and working in groups will promote conversation in order to come to an agreement about the meaning of the text. I know that I myself am looking forward to hearing what my peers took away from the reading as everyone interprets things differently.
3 Comments
Jane Gallagher
2/12/2018 04:24:46 pm
I too would begin with a visual presentation. I found a little more understanding once I watched the video and studied the diagrams provided. I had not thought about chunking and grouping students to help explain the article. Definitely, little bites at a time are the way to go. Unfortunately, I did not feel we had the time to dissect and analyze the readings to fully understand the meaning of sense making. I am sure there will be much discussion and more analyzing to help us.
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helen
2/12/2018 04:55:10 pm
I am curious how this article will be used in our classes and towards our capstone. I enjoyed your discussion of tools, it made me think about where I have tools in their notes and have I really showed them how to use their tools as we move from on topic to the next. I'm thinking that student's notes need to be in-front of them all the time and that our lesson hooks need to refer back to previous skills.
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Diana Moore
2/13/2018 08:40:21 pm
Stephanie,
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