The R-Directed adaptation that I am going to have to most focus on is Pink's 2nd sense, "not just argument but also STORY." This is something that I already put a bit of focus into when I am creating my lessons, however I feel I have a long way to go. My problem is that I teach science. In science it is important to have a story, very important, in fact, however it is not always easy. It's often easier to simply teach the students how to do a chemistry problem, but to neglect why we do it that way. It's easy for the students to memorized procedures but difficult for them to comprehend some of the complex chemistry or physics that is a fundamental part of the foundation of that procedure.
I think what I need to do in order to become better at giving my students the whole story is to have more faith in my students' abilities to understand complex concepts. I also need to spend more time on breaking that complex information down into simpler, visual examples that the students can easily understand. My students are all extremely hard working, focused, and intelligent. I know that they could understand the story if I just take the time to sit down and tell it. I know that telling my students the story will make me a better teacher.
2 comments:
Christy,
I would have to agree that the story aspect is very important. I have always been one of those students that NEEDS to understand the why, not only for my own personal peace of mind but this also helps me to better understand the topic or the equation at hand. I admire your determination to deliver the "story" to your students.
Jennifer
Interesting post. My experience with chemistry classes was that it involved writing a lot of formulas (if that's a false stereotype I do apologize - but its one many students would have). Your ideas sound like they would make it more interesting and comprhensible for visual learners.
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