We can teach, and teach well, without having the students learn.
Art Exhibition reception: "My Hometown Banner Exhibition"
Students representing every school in the district will have artwork in the exhibition. At the end of their display cycle, the banners will be recycled into bags or other fabric products, and sold to raise funds to support the continuation of the project. The exhibition will be on display to August 23. Part of SUNY Oswego and Oswego City School District "My Hometown Banner Project." Free. 315-312-2112.
Location: Oswego State Downtown, West 1st Street, Oswego
Friday, June 23, 5 p.m. - 7 p.m.
Rice Creek Ramble
Family-friendly naturalist-led walk. Participants should dress for the weather and call 315-312-6677 on the morning of the hike to check trail conditions. Program size is limited, unable to accommodate groups. Children 17 and under must be accompanied by an adult. Free.
Location: Rice Creek Field Station
Saturday, June 24, 11 a.m. - noon
Thursday, June 22, 8:58 a.m. - 8:58 a.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.