5 - learning and teaching in academic domains

5 - learning and teaching in academic domains - How Do...

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How Do Differences in Academic Domains Affect Learning  and Instruction? 12/03/2009 18:25:00 History Critical Processes o Document Search Sifting through the “confused tangle” of written documentation is  perhaps the most essential key to achieving historical  understanding  Primary sources: Firsthand account or records Secondary sources: Analysis or interpretation of the past  by others  Corroboration: Historians compare the events or details  presented in one source with those offered in other accounts  before accepting them as probable or valid Contextualization: Situating some particular event or account in  the sociopolitical context in which it occurred Sourcing: Consider who provided the information and what  motives or beliefs may have shaded their perceptions Students rarely use multiple or primary sources in history learning but rely on  school texts or pedestrian outlets  o Students infrequently consider the context of that material and often  lack the text-processing strategies they need to make sense of what  they fines Interpretation o Formulating an opinion about some aspect of the past o Positionality: The interpreter’s local and present position Comes from a multitude of nonschool sources o Effective teachers of history should employ various pedagogical  strategies to unearth students’ current positions Posing relevant questions o Listening to students and the arguments or elaborations they make  o Placing students’ temporal bearings in the forefront of historical  discussion o Teaching students how to reason logically, emphatically, and  imaginatively with documentary evidence 
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Explanation o Communicating interpretations to others in an appropriate manner  o Judged by whether they have provided sufficient or suitable support for  their contentions  o Expected to cast their views in a fitting rhetorical frame Instructional Issues: Education and the Disney Effect o The potential of nonschooled and highly misleading information is  particularly acute 
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5 - learning and teaching in academic domains - How Do...

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