NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED342622
Record Type: Non-Journal
Publication Date: 1990
Pages: 22
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Using What We Are Learning about Learning: Talking Less and Listening More: A Means of Helping Students Make Sense of Science.
Luallen, Janet; Leonard, Douglas
The goal of the Toledo, Ohio, Support Teacher Programs has been to improve the learning of math and science concepts at the junior high school level. This goal involves some basic changes in the way teachers interact with each other and with their students. The greatest changes have been in the movement away from the lecture-note-taking-test-taking cycle and in overcoming teaching isolation. The study of research materials dealing with misconceptions and conceptual understanding, especially the work of J. Nussbaum (1985) had a particularly strong impact and led the teachers to emphasize the exposure of misconceptions in their own classrooms. Because traditional approaches had not worked, the teachers realized that they needed to become better listeners; to accomplish this they adopted the following techniques from the literature: (1) using better questioning methods, working on student and teacher listening skills, making the students do the work without supplying the "right" answer; (2) concept mapping to improve understanding; (3) cooperative learning; and (4) making students write to enhance sense-making. Benefits observed from the use of these techniques, each of which is described in detail, were the following: (1) students become actively engaged in constructing their own meaning; (2) positive interactions occur among students; (3) students display a positive attitude about science; (4) students take more responsibility for their own learning; (5) students feel free to question and probe in a nonthreatening atmosphere; (6) students feel free to take more risks; (7) students self-esteem is enhanced; and (8) students active involvement results in fewer discipline problems. The program continues, and while progress is slow there seems little doubt that a teaching pattern where teachers talk less and listen more will greatlyy enhance student learning. (KR)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A