All this is excellent. One step better - after enough screen time, research who the class can talk to that has been personally connected to these historical events. Best - set up a panel of four speakers. Good - set up one. OK - watch video recordings and mix in listening to music while looking at still pictures, writing reflections/inspirations by hand while listening and looking.
You got it, Scott. The idea of epistemic goals is reminiscent of Ken MacCrories I-Search assignment. Mentoring students as researchers is a powerful position for a teacher to impact intellectual dispositions for a lifetime, including productive understanding of AI
MacCrories's design was the heart of my student teaching internship, Quaker Valley Middle School class in 2000, right in the middle of Pitt's MAT Secondary English program. I still am deeply fond of the experiential core of the I Search assignment and revisit it often.
Best take-away: interviewing someone under 10 and over 80 and just asking to talk about one specific word, what stories they could share, what they think, associate.
Nice, Scott. I have fond memories of I-Search in my seventh grade English classes at James Rutter Middle School in Elk Grove, CA. Actually, isn’t a bad theoretical foundation for unit designs now that I think about it. AI could fit without too much damage—definitely in the later phases of the work I would think. I remember October. Let’s have a phone chat in September to nail down expectations. We can set a date soon so you get your calendar square. DM me.
The terminology shell game is applicable in my HE environment as well, so I sympathize. That said, I would clarify that there is a hierarchical cascade in the language that can account for the epistemological dimensions Terry refers to here while preserving the granular prerequisite necessity to memorize certain facts and interpret certain relationships at the "learning/instructional" level.
For example, the Civil Rights situation could be assessed according to the following cascade:
- Institutional Academic Competency: Use critical thinking tools and strategies to interpret complex issues and convey findings in various media to diverse audiences.
- Programmatic Competency: Employ historiographical techniques to interpret historical events from a variety of perspectives.
- Course Learning Outcome: Interpret social and political change according to historical events leading up to and after key legislation.
- Assignment level assessment criteria or requirement: Support a historical analysis of the 1964 Civil Rights Act through an account of key leading events and their collateral effects, citing specifics.
The logic here is that the "memorization stuff" is simply the ingredients for other high-order intellectual tasks. There must also be some form of separation between "what" the learner does and "how" they do it - each reflecting different aspects of intellectual virtue.
They key here, IMHO, is writing the assignment requirements so that the human elements of the work are paramount. There is also a dimension of modeling by the instructor that comes into play. The learning experience should not be in a vacuum.
All this is excellent. One step better - after enough screen time, research who the class can talk to that has been personally connected to these historical events. Best - set up a panel of four speakers. Good - set up one. OK - watch video recordings and mix in listening to music while looking at still pictures, writing reflections/inspirations by hand while listening and looking.
You got it, Scott. The idea of epistemic goals is reminiscent of Ken MacCrories I-Search assignment. Mentoring students as researchers is a powerful position for a teacher to impact intellectual dispositions for a lifetime, including productive understanding of AI
MacCrories's design was the heart of my student teaching internship, Quaker Valley Middle School class in 2000, right in the middle of Pitt's MAT Secondary English program. I still am deeply fond of the experiential core of the I Search assignment and revisit it often.
Best take-away: interviewing someone under 10 and over 80 and just asking to talk about one specific word, what stories they could share, what they think, associate.
Nice, Scott. I have fond memories of I-Search in my seventh grade English classes at James Rutter Middle School in Elk Grove, CA. Actually, isn’t a bad theoretical foundation for unit designs now that I think about it. AI could fit without too much damage—definitely in the later phases of the work I would think. I remember October. Let’s have a phone chat in September to nail down expectations. We can set a date soon so you get your calendar square. DM me.
The terminology shell game is applicable in my HE environment as well, so I sympathize. That said, I would clarify that there is a hierarchical cascade in the language that can account for the epistemological dimensions Terry refers to here while preserving the granular prerequisite necessity to memorize certain facts and interpret certain relationships at the "learning/instructional" level.
For example, the Civil Rights situation could be assessed according to the following cascade:
- Institutional Academic Competency: Use critical thinking tools and strategies to interpret complex issues and convey findings in various media to diverse audiences.
- Programmatic Competency: Employ historiographical techniques to interpret historical events from a variety of perspectives.
- Course Learning Outcome: Interpret social and political change according to historical events leading up to and after key legislation.
- Assignment level assessment criteria or requirement: Support a historical analysis of the 1964 Civil Rights Act through an account of key leading events and their collateral effects, citing specifics.
The logic here is that the "memorization stuff" is simply the ingredients for other high-order intellectual tasks. There must also be some form of separation between "what" the learner does and "how" they do it - each reflecting different aspects of intellectual virtue.
They key here, IMHO, is writing the assignment requirements so that the human elements of the work are paramount. There is also a dimension of modeling by the instructor that comes into play. The learning experience should not be in a vacuum.