Small Teaching. James M. Lang

Small Teaching - James M. Lang


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time to flower; nothing works exactly as we might hope it would on the first attempt, so it might take several iterations before activities like opening or closing prediction exercises really begin to pay dividends. And as I will argue in the conclusion, search for ways to evaluate the effects of your small teaching changes and determine whether they belong in your permanent teaching repertoire. Enlist the help of the teaching and learning center on your campus, if you have one, to help you better understand how to measure the impact of specific changes to your teaching on student learning. Students are not the only ones who will benefit from new learning as the result of small teaching, in other words; you can use these activities to take a more systematic approach to your own teaching, thinking deliberately about implementing, measuring, and modifying a range of possible teaching strategies in ways that will keep you learning and growing as a teacher throughout your career.

      But we shouldn't get too far ahead of ourselves, and worry yet about your whole career. I will assume that you have class tomorrow, or next Monday, or at least within the next month or two, and you're looking for ideas.

      Let's start small.

      Imagine the media storm that erupted in 1956 upon the publication of an educational book with the attention-grabbing title of Taxonomy of Educational Objectives: The Classification of Educational Goals, Handbook I: Cognitive Domain. The author of this spine tingler was psychologist Benjamin Bloom, who sought to articulate a set of objectives that teachers could use to guide their instructional activities. In spite of its eye-glazing title, the book's content ultimately became a sacred text for educational theorists and administrators everywhere, giving them both a conceptual framework and a vocabulary to articulate what they expected learners could achieve in their classrooms. The taxonomy that Bloom created contains six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. A quick glance over the six categories would suggest that they follow a progression from lower to higher orders of complexity, from a static possession of knowledge to more creative forms of thinking in the categories of synthesis and evaluation. Indeed, the taxonomy is often depicted in the shape of a pyramid, with knowledge at the bottom and evaluation or creation at the apex.

      As a simple illustration of the intertwinement of facts and thinking, consider the example of a lawyer who has to build an argument over the course of a trial, responding on short notice to witnesses or actions by the judge. We might think about a lawyer who works skillfully in such a situation as an adept and creative thinker, one who can respond quickly on her feet and construct arguments with facility. But if we listen to her making those arguments, we are likely to hear lots and lots of facts: legal principles, examples from other famous cases, statements from other witnesses, and so on. Undoubtedly, the lawyer in this case demonstrates complex cognitive and creative skills in building arguments from facts, but no such thinking will arise without those facts. More important, the lawyer's gradual mastery of a body of facts, over the course of years of study and legal practice, enables her to take what she is encountering in this trial and invest it with meaning by connecting it with previous cases and trials, thus better preparing her for her next round of critical thinking in the courtroom. Likewise, I know that if I ask students to think critically about the meaning of a Romantic poem in my literature survey course, the student with a deep factual knowledge of the historical context in which it was written will offer me a better analysis than the one who just eyeballs it and GooglesTM a few facts at random. We need factual material in our memory for every cognitive skill we might want to teach our students.


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