Text: Discuss what do we learn from the experts?

When comparing the memories of experts and novices, it has been found that an

expert’s retention capabilities far exceeds those of a novice. What this information tells us, is

that learning something new is more feasible if the learner has background knowledge of the

subject being taught. This occurs because an expert is able to “detect” and “accumulate”

important information and organize it in “meaningful patterns”, An expert can also readily

“retrieve” information without much effort and “adapt” their knowledge to new situations and

use better “strategies”. The connection between education and an expert’s mental process and

behavior, is that it can help teachers pass on these skills to students to guide them to become

“more effective learners” (pg.273).

In general, children have better memory than an adult, which makes them natural

learners. The reason why children have difficulty learning or retaining information is mostly due

to their lack of expertise. In many cases curriculums fail to provide an in-depth coverage of

topics, due the need to cram material because of limited available time. This failure, results in

little time for students to explore topics, before they are faced with learning the next one. At

this rate, it is very difficult for students to identify and organize key information. One-way

experts are able to easily organize information is with the process of “chunking”. Chunking is a

strategy used by experts that involves grouping information in a “higher order”. This method

makes large amounts of information manageable. Well organized information allows for fluent

retrieval. Experts are able to retrieve information automatically which places fewer demands on

conscious attention. Students can highly benefit from fluent retrieval of at least part of the

material being studied because it frees up mental capacity to attend to other aspects of an
assignment. The example provided is that of an expert reader versus a beginner. A fluent

reader doesn’t have to put any effort into decoding words and its free to pay full attention to

the meaning of the text (pgs. 273-274).

Another important aspect of expertise is “adaptive expertise”. “Adaptive experts” can

take different approaches to situations. Teachers that posses this quality are open to

“rethinking ideas” and use different methods to better student learning. An effective teacher

will not only effectively teach the current material but also the skill set to learn the material to

come. Students are in the initial stage of expertise. Their knowledge is incomplete at this stage,

which hinders their ability to distinguish between “accurate and inaccurate and relevant and

irrelevant information”. This stage has been labeled the acclimation stage by Patricia Alexander,

and it is teachers’ job to help them get past this point by teaching them the strategies

necessary (pgs. 274-275).

To start off, it is important for teachers to emphasize the importance of regularly

reviewing what they have learned and avoid studying last minute. Then there is the self-

questioning strategy. Stopping regularly during reading, a video, or a lecture and questioning,

increases comprehension and it makes it more like to remember. Learning strategies in how to

take good notes is another very valuable asset. It is important to first summarize the main idea

and outline topics in distinct ways to distinguish their importance. Using creative ways to

illustrate information can also enhance memorization; such as concept maps or diagrams (pgs.

275-276).

Teaching students an effective study system is very important. Two examples of study

systems are given, the SQ3R and the PQ4R. The PQ4R is the most recent and the most
recommended because it has an extra step, “Recite”. The PQ4R works as follows: “preview” the

material to get a sense of the overall content. Then encourage them to “question” themselves

about what they have reviewed. Next, children should carefully “read” and try to understand

the message of the author is giving. While they read children should “reflect” by stopping every

now and then to analyze the content. When they finish students should “recite”. This involves

“self-testing” to see how much they are able to recall. The last step is to “review”. At this point,

students go back and revisit the material they don’t feel confident about (pgs. 176-177).

Video:

Joe Ruhl, has been a biology High School teacher for 37 years. Throughout his career he

has been able to explore different methods of teaching and has realized that there two key

components to being an effective teacher. These components are, using research-based

techniques and having a relationship with students. He emphasizes the importance of the

relationship, because his ability to listen to his students and care about them have helped him

develop an effective curriculum that has brought him amazing results.

Joe came to the conclusion that lecturing is not the right fit for most students and

therefore it failed to inspire them. He noticed that students love having choices, so he

implemented a curriculum in his classroom that allowed students to choose from a menu, the

activities they preferred to learn with. He converted his classroom into a choice-based

environment along with collaboration, communication, critical thinking and creativity, he called

these the 5cs. The last four Cs were recognized by the “National Educational Association”, as

essential “21st Century skills that kids should learn”.

 The choice-based classroom was a success, not only because the kids love it but because

it catered to the students’ diverse learning styles. Joe explained that we “humans” are wired for

learning this way. He uses the example of our cavemen ancestors to make his point. “When our

ancestors were out looking for food”, they engaged in critical thinking and collaboration.

Because we are wired this way, “authentic learning will happen when engaged in the 5cs”.

A classroom based on the 5cs, removes the teacher from front and center and the

teacher becomes more like a coach, that mentors and inspires students form the side lines.

These concepts are not new but are recently being adopted. Joe quotes Plutarch and then

Albert Einstein, “The mind is not a vessel that needs filling, but wood that needs igniting”;

“education is not the learning of facts, but the training of the mind to think”.

The challenge that comes with offering choices, is that no matter what activities

students choose to do they will all reach the required objectives. Joe came up with a “buffet” of

options to choose from to fit every one’s needs, some of the activities include: tutorials, video

watching followed by questions, educational board games, hands on simulations, and reflection

sheets designed to get them to think about their learning. An additional and optional item in

the menu is “Arts and Entertainment” at the end of every unit. This is an activity that students

can do for extra credit and allows them to explore their creativity. Students can use any

concept they found interesting and create a project and presented to the class at the end of the

unit. The catch is that it has to be a non-traditional project. They can do anything, from singing,

acting or presenting a unique model. Joe gave a magnificent example of two of his students,

who demonstrated by sewing together half of their mom jeans and half of their dad jeans how

was their genetic makeup.

 By running the classroom in this manner, Joe has the ability to work more closely with

his students. While some of his students are working as a group or independently in a

computer, he can sit with a small group of students and respond to questions they initiate and

listen to their thinking. Joe explains, that being able to work this way allows teachers to employ

the two most important aspects of teaching; which are, the passion for teaching and the

genuine love for your students. This love is the kind of love that is not always emotional but

decisional, it puts the other person’s well-being first, and this kind of love inspires students in a

powerful way.

His advice to educators, is that although organization, a good lesson plan, effective use

of technology and meeting standards are all important, none of it should get in the way of

creativity. Because what impacts students the most is the teacher. So it is important to show

students that you care, by taking the time to listen and bond with them, even outside of the

classroom.