We can teach, and teach well, without having the students learn.
College Night at SUNY Oswego
About 70 colleges and universities will have admissions representatives available to answer questions from students and their families. An information session will give advice on how to navigate the college application process. Admissions and financial aid presentation begins at 5:45 p.m., college fair begins at 6:30 p.m. Free. 315-312-2250.
Location: Marano Campus Center auditorium, Room 132
Wednesday, April 26, 5:45 p.m. - 8:30 p.m.
Bachelor of arts students present work featuring a variety of media including graphic design, illustration, digital media, sculpture, drawing, painting, ceramics and printmaking. Free; parking for those without a campus parking sticker is $1 -- see oswego.edu/parking. 315-312-2112. firstname.lastname@example.org.
Location: Lobby, Penfield Library
Friday, April 28, 5 p.m. - 7 p.m.
Men's Tennis vs. OCC (scrimmage)
Location: Romney Outdoor Tennis Courts
Wednesday, April 26, 4:30 p.m. - 7 p.m.
Men's Baseball vs. Oneonta
Location: Laker Baseball Field
Friday, April 28, 3 p.m. - 6 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.