Event Title
Talking & Writing to Learn: Read-Write-Reflect-Respond (tm)
Location
DSB, Room 109
Start Date
31-5-2013 10:30 AM
End Date
31-5-2013 11:45 AM
Session Type
Interactive Session
Description
Community college students are oftentimes precariously balancing employment, families, career-change stress, college demands, and more. The number of students who are showing up in class without having read the materials is on the rise, with many consequences and certainly also causing the rise of the instructor’s blood pressure. Quality classroom learning requires that students have read and thought about the assigned materials. All of this requires time. Time that more and more students, even if willing, are unable to find. In their book, “How Learning Works,” Ambrose, et al. state, “learning is a process that leads to change, which occurs as a result of experience and increases the potential for improved performance and future learning.” (p. 3) Howard Gardner speaks about the “correct answer compromise” and how it affects our students’ abilities to actively learn and engage with written material. The RWRR strategy was designed to support the process of learning content from written material. In addition, it supports students’ study habits, their grasp of the value of reflective practice, and the skill of thinking about their own thinking and writing. For the instructor, it supports all students’ attention to and grasp of the reading assigned.
In preparation for this session, please read: http://www.profsharon.net/cae/
Topic Designation
Teaching & Learning
Presenter Bio(s)
Dr. Sharon A. Roth, Education and Human Development faculty at Greenfield Community College
Talking & Writing to Learn: Read-Write-Reflect-Respond (tm)
DSB, Room 109
Community college students are oftentimes precariously balancing employment, families, career-change stress, college demands, and more. The number of students who are showing up in class without having read the materials is on the rise, with many consequences and certainly also causing the rise of the instructor’s blood pressure. Quality classroom learning requires that students have read and thought about the assigned materials. All of this requires time. Time that more and more students, even if willing, are unable to find. In their book, “How Learning Works,” Ambrose, et al. state, “learning is a process that leads to change, which occurs as a result of experience and increases the potential for improved performance and future learning.” (p. 3) Howard Gardner speaks about the “correct answer compromise” and how it affects our students’ abilities to actively learn and engage with written material. The RWRR strategy was designed to support the process of learning content from written material. In addition, it supports students’ study habits, their grasp of the value of reflective practice, and the skill of thinking about their own thinking and writing. For the instructor, it supports all students’ attention to and grasp of the reading assigned.
In preparation for this session, please read: http://www.profsharon.net/cae/