Ceri Dean discussed two types of knowledge: one is declarative knowledge and the other is procedural knowledge. Declarative knowledge refers to factual knowledge and the information a person knows (n.d.,2017). While on the other hand, Procedural Knowledge is knowing how to perform certain activities with that knowledge (n.d.,2017). Some researchers on this topic believe that knowledge starts with declarative knowledge and procedural knowledge is acquired through inference from existing knowledge (n.d.,2017).
One example of declarative knowledge that I use in Chemistry is how to write chemical formulas. I explain to my students that there are a lot of rules for writing formulas in Chemistry. There are also a lot of exceptions to the rules.
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For example, the skills used at the beginning of the class are still used in the last week of the second semester of the class. The declarative knowledge that I discussed above was about writing formulas. Without this knowledge students are not able to write chemical equations, balance equations, perform stoichiometry calculations, and determine limiting reagents. The procedural knowledge is derived from being able to write formulas. My students have to write chemical reactions for their lab experiments starting in January of each year. It is difficult for most students to get the procedural knowledge because they had difficulty understanding how to write chemical formulas which is the declarative knowledge. Again practice is the key to obtaining both of these types of knowledge for …show more content…
161). He also goes on to discuss how to expand and apply both of these strategies. In my example of writing formulas, the key terms were identified such as metallic, covalent, and ionic bonds. I went on to identify the key steps in writing all three of these types of chemical formulas. Before starting this unit on writing formulas, we had created a chart for the types of bonds and defined each with examples. Then, as I stated earlier we practice and practice until at least 75% or more have a full understanding of writing formulas. Homework is given but in small junks meaning only four to five practice problems and then students have to create the steps they took to get the answer. They have to justify their work. The extending and apply part of the declarative knowledge process is applying writing formulas to experiments, balancing equations and writing chemical equations. On the other hand, the procedural knowledge process is made up of three subgroups which are constructing models, shaping, and internalizing ( Dean, 2012,pp 16162). In this example of writing formulas, I modeled each of the steps for each type of bond so that students can see how each step looks with an example. Shaping was the many sets of practice that we do. That is guided and independent practice sets. I like to have at least 75% of the students
According to the reading, Writing as a Mode of Learning by Janet Emig, knowledge is described as “an act of knowing that enters as a passionate contribution of the person to know what is being known, which is a coefficient that is no mere imperfection but a vital component of a person’s knowledge.” Essentially, knowledge is composed of what a person, association or discourse community knows about what is already known in their area of expertise or fully know what could occur in a certain situation, similar to how a rhetor must prepare and know what rhetorical situations might occur at any moment during their speech or writing. Knowledge is created to prepare for various outcomes and situations as goals are being constructed in a discourse community.
Brooks, J.G. &Brooks, M.G. (1995). Constructing Knowledge in the Classroom. Retrieved September 13, 2002 for Internet. http://www.sedl.org/scimath/compass/v01n03/1.html.
Most teachers in the past have taught mathematics through procedural lessons. Procedural lessons consist of having the students work with a concept over and over again until it is memorized. For example, children could be given homework assignments with the equation three times five over and over again until that equation is memorized. Anytime these children saw three times five, they would instantly know the answer is fifteen without missing a beat. Once memorized, the teacher will move onto other concepts, and the children continue learning. While this may sound like a solid method for teaching, there remains one underlying problem that most children will never learn through this method; why? Why i...
Unit 1 taught me to focus on each step in the writing process. Approaching the task
The potential and depth of knowledge is more than what we can fathom. Systematic organisation of facts gives good grasp of what knowledge is. Good reasoning and logic upholds representation of the knowledge in the areas of knowledge. Nonetheless, one must acknowledge that understandings of knowledge can go beyond that. Knowledge can derive from what seems to be disorganised and personal. Interpretations and imaginations can hold meanings in knowing.
Countless times I have run across this form of education. However, I don’t recall ever retaining much information or knowledge when it has been used in a classroom setting. Most times when I have experienced this hindering concept, I have been in a math class. Throughout high school, teachers would relay information, claiming that we would need to memorize an exact formula or equation because we would need to use it in our everyday lives. We, as eager students, would try and memorize these long formulas to the best of our abilities, but we were never given a situation in our everyday life in which we would be needing to use this information. Not once were we taught how to apply this to situations in our outside lives, just that we needed to know it for those
Demonstrating knowledge of content and pedagogy. During the nine weeks in the first placement I created lesson plans in which reflected my knowledge of the content being taught. As I planned lessons, it was important to know the students ' prerequisite knowledge in order to build on their knowledge.
Breaking down tasks into smaller, easier steps can be an effective way to teach a classroom of students with a variety of skills and needs. In breaking down the learning process, it allows students to learn at equal pace. This technique can also act as a helpful method for the teacher to analyze and understand the varying needs of the students in the classroom. When teaching or introducing a new math lesson, a teacher might first use the most basic aspects of the lesson to begin the teaching process (i.e. teach stu...
In conclusion, the generation of knowledge can depend on logical reasoning and theory rather than organization of facts, and does not necessarily need to be based on facts that can be perceived existing in reality. Or, what is believed as knowledge can be based on biased facts and therefore not necessarily systematically organized or true. Counter points to above arguments are mainly based on the ambiguity of defining knowledge and fact, but it is still too extreme to conclude that “knowledge is nothing more than the systematic organization of facts.”
“…Content knowledge refers to the body of information that teachers teach and students are expected to learn in a given subject….Content knowledge generally refers to the facts, concepts, theories, and principles that are taught and learned…” (edglossary, August, 2013). In contrast, transfer refers to “the ability to learn in one situation and then to use that learning…in other situations where it is appropriate” (Hunter, 1971, p. 2). Moreover, both content knowledge and teaching for transfer are vital aspects in the learning process; especially when it comes to EL (English Learner) students. Thus, teaching core concepts to apply new skills becomes the ultimate goal for instructors.
Just as vital to learning is the differentiation that the teacher applies to every lesson in order to cater for a variety of learners. This is achieved throughout the learning sequence by guiding the teacher to the specific theories that are appropriate for different parts of the lesson, by catering learning activities that scaffold, support and extend students learning and by changing instruction styles to allow the students control over their learning where appropriate.
A somewhat underused strategy for teaching mathematics is that of guided discovery. With this strategy, the student arrives at an understanding of a new mathematical concept on his or her own. An activity is given in which "students sequentially uncover layers of mathematical information one step at a time and learn new mathematics" (Gerver & Sgroi, 2003). This way, instead of simply being told the procedure for solving a problem, the student can develop the steps mainly on his own with only a little guidance from the teacher.
Considering the terms, the students write down, the teacher will review and emphasize on materials previously discussed in the lessons.
To explore what it really means to have knowledge we must first have to come to common understanding of this word means. There is a common definition by the oxford dictionary published in 21th century claiming knowledge to be the facts, information, and skills acquired through experiences or education; the theoretical or practical understanding of a subject. We all have our own connotations to this word, but to build a common understanding we stick to the definition of the word.
Synthesizing the information is to take the new important information that we have identified, and determining how that information fits in with our prior knowledge (Harvey and Goudvis, 2007). In order for students to summarize the information that they read, they must stop and think about what they are reading from time to time so that they stay organized and effectively monitor their comprehension (Harvey and Goudvis, 2007). When students learn to synthesize information, they use various other strategies and combine them all to help them construct meaning and better comprehend the material (Harvey and Goudvis,