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Editorial Reviews. About the Author. Dr Ted Bailey is a retired university/college teacher who Buy "Aha!" Teaching by Analogy: Read Kindle Store Reviews - leondumoulin.nl
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Whether we choose to introduce various materials into our courses or not, students can and will find them. We may not make much use of music, for example, and for the good and previously sufficient reason that we do not know much about it. But one or more of the students in our Twentieth-century U. We may not know much about fashion either. Or material culture. Or film. The point is clear. Our courses necessarily delve into areas where we have no particular expertise. This has always been true for anyone who teaches a survey course. But we used to have almost complete control over what those areas would be and we could bone up before class meetings.

That is changing. So is the type of knowledge we need to acquire. If students are going to use popular culture materials, and they are, irrespective of our preference in the matter, then we have to show them how to do so. This is a direct outcome of abundance. Also changing is our desire to engage our students with new sources. Or we may want them to compare paintings of the war with the photographs.

Most of us are not trained as art historians. So to use the materials effectively, we have to acquire new kinds of expertise. And, as with so much that concerns teaching with new media, this is labor intensive. Because it is, and because we all have other demands on our time, we may want to proceed gradually.

This is, generally speaking, a good idea. It is usually better to do a few things well than many poorly. Students, however, will force our hands.

Aha! Kids Love to Learn — But Sometimes We Get in Their Way

They turn to the web first. Dawn Thistle, head librarian at Assumption College where I teach, did her doctoral dissertation on changing uses of the college library. Students use the library more intensively now than in the past, but foot traffic is down. They use it from their dorm rooms or apartments. They use the library web page of databases far more than their predecessors used the print equivalents. The students who are in the library at any given moment can be found using the public access computers as often as sitting in one of the study carrels.

Another direct consequence of abundance is that the web enables students to become more active learners. We can instead choose sites for our students to explore.

Teaching and Learning Music: Being Mindful of Metaphors

For example, we can direct them to a site where they can find most of the works discussed by Vasari in his Lives of the Artists. Then I ask them to choose two works they especially like and briefly say what they find significant about them. Instead of showing slides, I organize a class exhibit online for which students write labels for the art they selected.

Listening to me talk about a slide is, for most students, a passive experience. Only strong students listen actively. Most scribble down notes: names, titles, definitions, and whatever else they suspect might turn up on a quiz or exam. Choosing images themselves and writing brief discussions, on the other hand, gets them to engage with the materials. They do not memorize a definition of perspective; they find examples.

I listened as these students enthusiastically described to me a broad range of interests and achievements, everything from learning song lyrics in Korean, to creating an App using coding blocks and mastering hacks for playing Fortnite. The reality is that my students are actively seeking out information and are constantly engaged in learning new things — on their own time. How can I harness and nurture their innate desire to learn in the context of our student-centered classroom? A curriculum map is now a road map for individualized learning journeys.

In those days we relied heavily on textbooks and curriculum guides, and as the German Teacher, my students needed me to provide content and explanations.

6 Aha! Moments on a Learning Journey: What’s your moment?

But, Aha! I have begun to think about our student-centered classroom by way of the following analogy. I picture learning as a journey, a road trip of sorts, and try to see myself in the passenger seat with my students behind the wheel. It is becoming increasingly clear that my responsibility, as the teacher in a student-centered classroom, is to trust my students and to get out of their way.

I am buckled-in and taking a learning road trip with my students!

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We begin by having a conversation about where we are headed and consider the routes each can take to reach their destination. We discuss Standards and Learning Targets. I see myself as the reassuring voice I prefer an Australian accent in Google Maps.

"Aha!" Teaching by Analogy by TED BAILEY, Paperback | Barnes & Noble®

I know where each student is at, where they are going and I can suggest multiple paths to reach a destination. Details if other :. Thanks for telling us about the problem. Return to Book Page. Preview — AHA! Add a reference: Book Author. Search for a book to add a reference.


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