EDUC 5240 Unit 6: Creating and Upholding Student Expectations

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EDUC 5240 - WA UNIT 6: Creating and Upholding Student Expectations

THE LOGIC/REASONING FOR CHOSEN BELIEF.

Ritchhart (2015), p. 42 mentioned five belief sets of which the first one will be chosen:

 Focusing students on the learning vs. the work

Elaborating on the reasoning for this choice: Paulo Freire (1971, p.72), mentioned the

“banking system”, John Dewey maintained that students should experience their learning

which translated, they should “live” their studies.

Simply stated, three strategies to ensure students experience and enhance learning would be:

1. Group work, this is a fun activity which also draws power from peer learning and

collaboration. Allow students to pick their own topic within certain parameters. This will

work for auditory learners. Teaching English, any topic will work due to the learning being

done in a different (ESL) language. Let’s say, a short story as an example. How to reduce

pollution, how to address toxic haze in cities. We can also promote critical reflection and

problem solving by asking certain questions about the lesson during the last five minutes:

what did you learn, what else do you want to learn to understand it better, what was funny,

how would YOU teach this lesson. This is always done for every class, including PE.
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2. Peer modelling. Auditory and visual learners. Again, this we can do in English, Math or

PE. English, vocab explanations, Math challenges, a PE challenge with names in English. We

can also show some objects/props for a few minutes then covering the objects with a

cloth/towel, test memory in teamwork.

3. A game to enhance learning for visual/kinaesthetic learners. Again, this can be in any

subject. Let’s say, PE, rat in a maze, the blind person (blindfolded and team must direct

person how to walk to a specified location.

1. Using Bloom’s taxonomy for learning. Bloom, Engelhart, Furst, & Krathwohl, (1956).
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Using Bloom’s taxonomy of educational objectives to target subject matters as well as depth

of learning as stated by: Anderson & Krathwohl,

(2001). 

If we take the student’s “living” of the lesson, the memory of the experience is

stronger than the experience itself. This can and should be interpreted as the better way of

learning. Apart from having had the experience, the student also underwent social growth.

The memory of the “living” the lesson is much stronger than the memory of the lesson itself.

Being stronger, obviously means it is retained better. The professor also maintained that it is

better to take an opinion poll after a period of time has elapsed, pointing toward the longer-

term memory when something has been “lived”. Professor Kahneman, D., ( Daniel

Kahneman ), CVF – Customer Value Foundation, (2013). A Nobel Laureate.

The classes have been renamed by the author, teams. Example Team M6/4, M3/10 etc. The

students are still brainstorming for nick-names, naming their teams (example: animal names,

colour, cities, etc. There are many and endless possibilities) as opposed to M6/4 etc. Even
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only calling them “teams” instead of classes has already created a certain coherence and team

spirit, contributing to a more positive team-room environment.

CLOZE

There are many ways in which a teacher can stimulate learning, herewith but a few:

1. Instructional Match. 

2. Scaffolding. 

3. Step-by-Step Strategies. 

4. Modelling & Demonstration. 

5. Performance Feedback. 

6. Opportunities to Drill & Practice to Strengthen Fragile Skills. 

7. Student 'Talk-Through' Activities. 

8. Periodic Review. 

9. Progress Monitoring. 

Resources:

Anderson and Krathwohl. Bloom’s Taxonomy Revised, Understanding the New Version of

Bloom’s Taxonomy ©Leslie Owen Wilson (2016, 2013, 2005, 2001).

https://quincycollege.edu/wp-content/uploads/Anderson-and-Krathwohl_Revised-Blooms-

Taxonomy.pdf

Armstrong, P. (2010). Bloom’s Taxonomy. Vanderbilt University Center for Teaching,

(Retrieved on 17May2022). https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/.

Dewey, J. My Pedagogic Creed, School Journal vol. 54 (1897, January). pp. 77-80.

http://dewey.pragmatism.org/creed.htm

Freire, P. Pedagogy of the oppressed, (1921).

https://envs.ucsc.edu/internships/internship-readings/freire-pedagogy-of-the-oppressed.pdf
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Kahneman, D. (2013). ( Daniel Kahneman ), CVF – Customer Value Foundation.

https://customervaluefoundation.wordpress.com/2013/03/29/the-memory-of-your-experience-

is-more-important-than-your-experience/

Ritchhart (2015), p. 42, Creating cultures of thinking, the 8 forces we must master to truly

transform our schools.

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