Dear Cameron,
I have lots of deviant students (like you say you were) telling me I am
crap. Does this mean I have lots of good learners in my lectures? I hope
so:-)
Cheers,
Karl Landorf
Lecturer
Division of Podiatry
Faculty of Health
University of Western Sydney, Macarthur
P.O. Box 555
Campbelltown NSW 2560
AUSTRALIA
(e-mail only checked on Mondays and Thursdays)
Phone: (02) 4620 3758
Fax: (02) 4620 3792
Website: http://FOHWEB.macarthur.uws.edu.au/podiatry/welcome.htm
-----Original Message-----
From: Cameron [SMTP:[log in to unmask]]
Sent: Tuesday, July 20, 1999 11:31 AM
To: [log in to unmask]
Subject: Re: Transferability of skills (long relpy)
Phill
There are several taxonomies of intellectual activities such as cognition.
Bloom is probably the most well known and badly practised. According to
these fellows knowledge comes in several tears from rote to evaluation. In
other words the brain seems to process at different levels from knowledge
of facts, comprehension, application, analysis, synthesis and evaluation.
At university level it has long been recognised, the last three cognitive
skills should be the focus of teaching. Knowledge , comprehension and
application are more associated with skill training as found in technical
education. Obviously there are major cross overs but in simple terms this
dichotomy would be a generalisation to describe the difference between
training and education. Taking the higher abilities (Bloom's description)
at university a student would be expected to be able to take several
opposing theories and analyse them by breaking them down into recognisable
parts ; they should be able to reconstruct these therums (or synthesise
them); and finally with insight /reflection place a valued judgement on
the complete picture in relation to their life's work (or evaluation) . Or
words to that effect. What the learner does with the cognitive experience
is as indivual as the learner. The vast majority of people who elect to be
educated in a vocational area will tend to stay in that sector for most of
their working life. Motivation is an important variable which will
determine what the students wants to do with the experience. Things which
can cause conflict are the depth of learning experience. Many educational
psychologists consider people learn at different levels from superficial to
deep. Learnig styles are often associated with personalty type like
introvert and extrovert, most people exercise different learning styles for
different subjects. People like Ausobel , think we receive and process
information in different ways from rote to meaningful; exposition to
discovery. Much of the instructional design (or the system of education),
takes these aspects into account in order to plan and prepare an
educational experience at university. Teacher's tend to teach as they
learn, and everyone learns in different ways.
>I'm going back to the trenches after my sojourn so please teach me the
>most effective way to throw handgrenades.......
I believe every student has the privilage of asking why and expecting a
credible response in return. You may not agree with what they say but at
least you should have sufficient terms of reference to do you home work and
come back again. I am not especially clever and like many before me found
the best way to learn was to teach. The old cliche of teachers cannot do
they can only teach is probably wrong in that teachers can learn. They may
not be the most gifted in communication but when the balance between
student and teacher is in equilibrium, you can learn from the worst of
them. Ask any of my contemporaries and they will, I am sure, remember who
was the most disruptive student in their class, and that was me. I wanted
to learn. When I went to teacher training colege and the experts were
talking about disruptive behaviour and how to control it in the class.
There I was role playing, live ,to find out not just if they practised what
they preached, but were they effective. I hope that experience and many
others made me more responsdive to students' needs in my own classroom. Now
I race them to sleep in my lectures. I believe teachers ignore classroom
deviants at their peril. After all the loudmouth may have something
positive to contribute , such as you are crap! In a caring and sharing
world that type of feedback is important to know and take cognicence of.
"Up the revolution "
CK
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"Who waitth for dead men shoen shall go long barefoote."
Heywood1546
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Department website:
http://www.curtin.edu.au/curtin/dept/physio/podiatry/newsite/
History of footwear :
http://www.curtin.edu.au/curtin/dept/physio/podiatry/history.html
Curtin Captition Competition:
http://www.curtin.edu.au/curtin/dept/physio/podiatry/links/caption.
html
Disclaimer:
Any health related information is for educational purposes only. None of
the information is to be construed as medical advice. Before applying any
therapy, you should seek advice from your health care professional. This
information should not be interpreted as a SUBSTITUTE for physician
evaluation or treatment by a health care professional, and is not intended
to provide or confirm a diagnosis.
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