From CUNY Academic Commons
The meeting began with proposals of pedagogy: If we were teaching this text, what are some ways we might begin?
- write a single-sentence summary – perhaps a cumulative sentence
- write a question / provocation based on your chapter
- 5-minute freewrite in response to a question / provocation
- share out current knowledge / expectations for the chapter’s topics – then discuss how the chapter fulfills or thwarts your expectations of that topic (note that beginning with misconceptions is often a good way to increase attention / learning, even in a lecture-based context)
We decided to begin with number 1 above (single-sentence summaries), which turned out to generate a fair amount of discussion in themselves. Some of these are recorded below; those who haven’t yet posted — even those who weren’t there! — are encouraged to add to this list.
Chapter 2: How Experts Differ From Novices
Experts not only conceive, but perceive, differently than novices: they organize information into chunks based on how the data might be “operationalized,” with the result that experts can understand novel problems more readily, remember more easily, and retrieve relevant prior information more rapidly; in short, experts differ in the nature of the associations they make between what might seem to novices to be separate phenomena.