We can teach, and teach well, without having the students learn.
Second summer session begins
Location: SUNY Oswego
Friday, May 27, 11:27 a.m. - 11:27 a.m.
GENIUS Olympiad opening ceremonies
SUNY Oswego's GENIUS Olympiad (Global Environmental Issues -- U.S.) aims to inspire high school students from around the world to contribute to the protection and improvement of the environment as they compete in five disciplines. Free. email@example.com or geniusolympiad.org.
Location: Arena and Convocation Hall, Marano Campus Center
Monday, June 13, 5 p.m. - 7:30 p.m.
Men's Soccer vs. St. John Fisher Scrimmage
Location: Laker Turf Stadium
Tuesday, Aug 23, 4 p.m. - 6 p.m.
Women's Volleyball vs. St. Lawrence
Location: Max Ziel Gymnasium
Sunday, Aug 28, noon - 1 p.m.
Reunion Weekend 2016
Join us for the biggest alumni party of the year! Visit alumni.oswego.edu/reunion for the most up-to-date information.
Location: SUNY Oswego, 7060 NY-104, Oswego, NY 13126, United States
Friday, May 27, 11:24 a.m. - 11:24 a.m.
2016 Alumni Mets Game
Gather with NYC-area alumni, family and friends for a day at the ballpark! http://bit.ly/1RKCBib
Location: Citi Field 123-01 Roosevelt Ave New York, NY 11368
Saturday, July 9, 5:30 p.m. - 7 p.m.
Until recently, the accepted model for instruction was based on the hidden assumption that knowledge can be transferred intact from the mind of the teacher to the mind of the learner. Faculty members focused their attention finding more efficient methods of moving on getting knowledge from their professorial heads into the heads of their students, and educational researchers tried to find better ways to affect the transfer. Unfortunately, all too many of us who teach have informally discovered support for George Bodner’s hypothesis:
Teaching and learning are not synonymous; we can teach, and teach well, without having the students learn.
Rather than focusing on the process of teaching, we must consider the ways in which students learn. Most cognitive scientists now believe in a constructivist model of knowledge that attempts to answer the primary question of epistemology, "How do we come to know what we know?" This constructivist model can be summarized in a single statement: Knowledge is constructed in the mind of the learner.
The purpose of this workshop is to introduce a "radical" constructivist model of knowledge and to explore how this model relates to helping students to learn, and to explore how constructivism can help us to understand really happening in our classrooms through the lens of the Learner-Centered Psychological Principles: A Framework for School Reform & Redesign published bt the American Psychological Association.