The Big Idea #3, Train, Instruct, Demonstrate, or even Mentor

How do you effectively teach, train,  instruct,  demonstrate, or even mentor?

Big Idea #3

How do you effectively teach, train,  instruct,  demonstrate, or even mentor? There are a lot of examples in History, Mathematics, and Science (including technology) regarding training methods.  I have ran into my own mental blocks and some buried misconceptions along the way trying to learn some good methods.  Studying how people learn, can and will be challenging.

Methods

Pedagogical content knowledge & Effective teaching.

A little description might help. Nothing to technical, just bits and pieces to pull it together. Know the difference:

1.     Knowledge & effective teaching

2.     Knowledge of teaching methods

Example:  I will use myself as the pigeon here.

Years ago, I developed a mental block which began after I decided to skip the physics section in some instructional reading material. I kept thinking that I wouldn’t need to read that portion of the book to understand the content for something else. I learned everything I needed to know prior to taking this silly course.

 I remember becoming frustrated, and then packing up my books and heading to the gym to read on the treadmill.  Like the treadmill was going to make it all better – right?  Nope.  I had a similar experience when I attempted to re-read the part about Qualitative Strategies.   I was determined to continue to skip over anything that was related to formulas.

 It took me two days to decide to look over the chapter a third time.  When I finally did, the formulas were no longer as problematic for me. Why? Because I had shifted the way I viewed the information, and was now able to understand the content.  It was in MY approach to the readings that I had to adjust for.  Our students can have the same reaction. Similiar to a fight or flight, our emotions can become distractions to learning   Emotions get in the way of solid learning. Sometimes you have to read the boring or hard content too. Just do it. The interesting part is you generally feel better when you get it done. This is the area of learning where you have to search inside your self for those problem solving skills. You have to start!

You have to start!

 Misconceptions and how we tend to deal with problems whether they are real or not – that is an area we all could benefit from exploring.  You have to ask the hard questions in education.   But you have to ask them of yourself first, before you pass them onto your students. Here are a few questions to start with:

How did I come to a certain conclusion about the content of what I was reading?

When did this behavior first start?

Who is available to help me bridge over those misconceptions?

What challenges would keep me from overcoming my false belief system?

Why did I think I couldn’t understand the formulas when I really could?

Why did it take me two days to return to the problem I created?

What teaching approaches would best fit the content of what I needed to understand?

The impact

What barriers and obstacles do educators need to overcome. To be able to help students bridge their misconceptions, we first have to deal with our own misconceptions.  We need to own up to our own limitations as an instructors as well.  The fact that some of us will never be a math teacher might not bother you at all.  But the idea that your belief system, could stand in the way of a student learning –that should bother you.

But the idea that your belief system, could stand in the way of a student learning –that should bother you

When instructing a student it is important that you have a clear vision of what you want your students to understand.  The teaching approaches that you utilize need to adequately fit the subject content as well.

 In reflection, pedagogical content knowledge is vastly different from knowledge of basic teaching methods. You can know a subject well, but that doesn’t necessarily equate to teaching the subject well.  Not every approach will work well in every setting either.  We have to learn as educators to be more adaptive. I still have a lot to learn, but I’m not done yet

 To all those K-6 grade teachers out there – you have my admiration. That is a level of instruction I would equate to new formula creation. Good Luck!

 Good Luck!