- Sep 2022
In combination with SCA, CERICoffers freedom from the transmission model of learning, where theprofessor lectures and the students regurgitate. SCA can help buildlearning communities that increase students’ agency and power inconstructing knowledge, realizing something closer to a constructivistlearning ideal. Thus, SCA generates a unique opportunity to makeclassrooms more equitable by subverting the historicallymarginalizing higher education practices centered on the professor.
Here's some justification for the prior statement on equity, but it comes after instead of before. (see: https://hypothes.is/a/SHEFJjM6Ee2Gru-y0d_1lg)
While there is some foundation to the claim given, it would need more support. The sage on the stage may be becoming outmoded with other potential models, but removing it altogether does remove some pieces which may help to support neurodiverse learners who work better via oral transmission rather than using literate modes (eg. dyslexia).
Who is to say that it's "just" sage on the stage lecturing and regurgitation? Why couldn't these same analytical practices be aimed at lectures, interviews, or other oral modes of presentation which will occur during thesis research? (Think anthropology and sociology research which may have much more significant oral aspects.)
Certainly some of these methods can create new levels of agency on the part of the learner/researcher. Has anyone designed experiments to measure this sort of agency growth?
Critical reading methods, such asCERIC, make hidden expectations of doctoral programs explicit.
Are some of the critical reading methods they're framing here similar to or some of the type found at Project Zero (https://pz.harvard.edu/thinking-routines)?
the Toulmin model isprominent for teaching evidence-based argumentation in manydisciplines (Osborne et al., 2004). The Toulmin model centers on thefactual basis for an argument, resulting claims, and counter-claims.
The Tolumin model is an evidence based method of teaching argumentation.
Another strategy improves criticalthinking skills using “think like a scientist” methods, such as theCREATE method that focuses on a learning sequence, Consider,Read, Elucidate hypotheses, Analyze and interpret data, Think of thenext Experiment (Gottesman & Hoskins, 2013; Hoskins et al., 2007;Kararo & McCartney, 2019)
CREATE - Consider - Read - Elucidate hypotheses - Analyze and interpret data - Think of the next - Experiment
One strategy researched inundergraduate education focuses on teaching undergraduatestudents how to navigate and understand primary literature: theEvaluating Scientific Research Literature (ESRL) method (Letchfordet al., 2017; Lie et al., 2016)
Evaluating Scientific Research Literature (ESRL) is a method for teaching students how to navigate and understand primary literature. (typically undergraduates)
- sage on the stage
- Toulmin model
- tools for thought
- active reading
- orality vs. literacy
- Project Zero
- critical thinking
- critical reading strategies
- equitable learning environments
- Jul 2022
- Jun 2022
there is clear evidence that explicitly teaching reading strategies to students improves their overall academic performance, such instruction is often limited to developmental reading or study skills courses (Saxby 2017, 37-38).
Teaching reading strategies to students improves their overall academic performance, but this instruction is often limited to developmental reading or study skills courses.
ref: Saxby, Lori Eggers. “Efficacy of a College Reading Strategy Course: Comparative Study.” Journal of Developmental Education 40, no. 3 (2017): 36-38.
Using Hypothes.is as a tool in a variety of courses can help to teach reading strategies and thereby improve students' overall academic performance.
- Apr 2022
For students, historical habits of mind constitute majorintellectual hurdles. Students see their professors' thoughts asfinished products, tidied up and packaged for publicpresentation in books, articles, and lectures
This is where social annotation can be powerful, by making the habits of a reading mind visible, and open for discussion.
- May 2017
and modeling content, practices, and strategies
Link to Lewis et al (2006) Lesson Study, Afflerbach et al (2008) modeling and explaining, Fagella and Deshler, (2007) reading strategies