We can teach, and teach well, without having the students learn.
Reception for BFA Art Exhibition
Free; parking for those without a campus parking sticker is $1 -- see oswego.edu/administration/parking. 315-312-2113.
Location: Tyler Art Gallery, Tyler Hall
Friday, Dec 9, 5 p.m. - 7 p.m.
Holiday Skate with the Lakers
$3 admission, skate rental fee of $3. Both men's and women's ice hockey teams will skate and sign autographs. Holiday music, Santa Claus, concessions and a hockey jersey raffle. Proceeds benefit the SEFA/United Way campaign.
Location: Marano Campus Center arena
Sunday, Dec 11, 1 p.m. - 3 p.m.
Men's Basketball vs. Fredonia
$6 adults, $4 children 5-18, and free for SUNY Oswego students with ID and children under 5. Tickets may be purchased at tickets.oswego.edu. 315-312-3073.
Location: Max Ziel Gymnasium
Friday, Dec 9, 5:30 p.m. - 7:30 p.m.
Women's Ice Hockey vs. Hamilton
$4 for adults, $2 for 5-17years, free for children under the age of 5, free for SUNY Oswego students with ID. Tickets may be purchased at tickets.oswego.edu. 315-312-3073
Location: Marano Campus Center Ice Arena
Friday, Dec 9, 7 p.m. - 9 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.