Summary of Chapter 2 – How Can I Teach the Skills They Need When Standardized Tests Require Only Facts? – Posted by Jacqueline Higlin
It is impossible to teach students higher level skills such as (Bloom’s) analysis and synthesis if they do not have lower level factual (Bloom’s) knowledge. Therefore, facts do need to be taught in the context of skills. This should begin at an early age – even before preschool.
Background knowledge is also necessary for comprehension of written materials (books or internet). It helps students understand what the author is saying. In addition to understanding what they read, students must also evaluate this information. Thus, critical thinking skills such as reasoning and problem solving are also interwoven with factual knowledge that has been stored in long-term memory.
Background knowledge in the form of vocabulary is also necessary if students are to understand a single idea or even understand the connection between two ideas (bridge logical gaps). Internet connections such as social networking sites and music sites as well as video games and TV do little to develop new vocabulary. Books, magazines, and newspapers are the best sources. Books are actually the best source for exposure to vocabulary and facts. These books need to be at the appropriate reading level. Librarians are excellent resources to help students find a perfect fit book.
Working memory is the part of the mind that combines, manipulates, and uses information. Putting these pieces together is called chunking. More information can be in the working memory if the information is chunked. However, chunking can only happen if there is factual knowledge in long term memory that applies. All this makes it easier to relate ideas thus comprehending more. Our background knowledge clarifies details that otherwise might be confusing.
Because comprehension depends on background knowledge, student who have greater exposure to the world around them come to school with an edge over students who are more underprivileged. This gap continues to widen. The teacher needs to try to level this playing field because as the author stated, “The rich get richer.”
Factual knowledge improves memory because there is a connection. We remember much better if something has meaning. The key to continued, easier learning is having this factual knowledge in long term memory. Factual knowledge makes cognitive processes work better.
As educators we ask ourselves what knowledge should be taught and what knowledge yields the greatest cognitive benefits. Students must learn the concepts that come up repeatedly, know information that helps them think critically, and use detailed knowledge to chunk information. To payoff, knowledge must be conceptualized. Facts need to be related, not lists of unconnected facts.
Quote - At the beginning of the chapter the author quoted Einstein, "Imagination is more important than knowledge."
Throughout the chapter, the author began to persuade the reader that Einstein was wrong. The author believes that knowledge is more important because it is a prerequisite for imagination.
Excellent job Jacqueline!
ReplyDeleteI tend to agree with Einstein. The students in my class that lack imagination, but are knowledgeable, can memorize and answer questions, but they can't create or think "outside the box". I notice this expecially in my programming classes.
Vocabulary is such a big part of learning. Today I had a new student in my class that just moved here from Germany. I'm assuming he came from an English speaking school, but I'm not certain. His English was good what little I visited with him. However, 2 years ago a new student came from a German speaking school. It is so interesting to hear from the students a comparison of the schools, but it is interesting to see if there is a lack of vocabulary or if the student is well versed in vocabulary knowledge. I guess I'll find out in the next few days!
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