We can teach, and teach well, without having the students learn.
Performance: Houston Ballet II
Houston Ballet II is the second company of Houston Ballet, America’s fifth-largest ballet company. The stellar array of young dancers from around the world under the direction of Stanton Welch AM, artistic director, performs a diverse range of dance works ranging from excerpts from the classics to contemporary original dance works. $25 ($5 for students). Parking is included in the cost of the ticket. tickets.oswego.edu or 315-312-2141.
Location: Waterman Theatre, Tyler Hall
Saturday, March 24, 7:30 p.m. - 9 p.m.
Faculty Concert: The Bacchus Saxophone Quartet
Saxophonists Dan Blumenthal, Marilee Blumenthal, Steve Defren and Trevor Jorgensen create an afternoon of music specifically composed for the saxophone quartet. Ranging from the upper range of the soprano saxophone to the low and sonorous bari, the ensemble provides a unique combination of tonal variation and melodic juxtaposition. Part of SUNY Oswego's Focus on Faculty Series. $8 ($5 for SUNY Oswego students) includes parking in employee lots adjacent to and across Washington Boulevard from Sheldon Hall. 315-312-2130.
Location: Ballroom, Sheldon Hall
Sunday, March 25, 3 p.m. - 4:30 p.m.
Men's Lacrosse vs. Keuka
No admission fee
Location: Laker Turf Stadium
Saturday, March 24, 1 p.m. - 3 p.m.
Women's Lacrosse vs. Utica
No admission fee.
Location: Laker Turf Stadium
Saturday, March 24, 4 p.m. - 6 p.m.
Saturday, March 24, 8:41 a.m. - 8:41 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.