Outside experiences have definitely expanded and deepened by subject area content knowledge. I feel as though these experiences reinforce what is learned through educational settings by providing that connection to real-life. Traditional education settings tend to teach about content but do not or are not able to have students interact with the content. Students learn from outside experiences by being within the environments and using the tools and instruments they have learned in school. This practical use of what is learned in school really cements concepts by knowing how to use them effectively. This does not have to relate to only math, which is the easiest example to think about. It can be learning about different artists and their style of painting for example. Actually practicing the style of painting lends a completely different type of knowledge about a subject to the individual than only knowing about what it is, who used it and in what time period it started to be used.
Personally, I learned so much about science content from attending and later working at summer camp every year from elementary school through high school. Going on hikes, making crafts using pieces of nature, and playing games to interact nature processes we could see happening around us gave me an appreciation and understanding of ecosystems and individual plants, animals, and natural features I did not understand before. When I worked at the camp later on, I learned a lot about geology, land forms, biology, and even physics as we evaluated the layout and landscape of the camp. It was constructed in two canyons with river bed running through each and the amount of rainfall and heat level each year affected the grass, allergens, hill, landslides, and structures at the camp. These were all concerns that needed attention and my knowledge from class definitely assisted me in evaluating the various factors involved. Another example of experiential learning from the camp was how to cook outdoors. We used a variety of outdoor cooking methods that gave me a unique knowledge of science. Learning about how to harness a variety of heat sources, with different tools really added to my content understanding of science and linked together so many threads through chemistry, biology, and physics.
Our discussion of the Ball article was interesting because we viewed the article by dividing into groups based on our subject matter. Prior to class I had mostly viewed the article from a math and science content perspective, so it was helpful to hear other points of view from a variety of perspectives. I agree with most of what was discussed in the Ball article and in class. The authors’ notions that a teacher’s knowledge of subject matter should extend outside of the specific curriculum is very true. Many times students ask so many questions about the material in their struggle to relate and connect, which requires teachers to have an in-depth, yet very comprehensive understanding of the topic as a whole (more than the curriculum), AND how the subject matter relates to other subjects and the world at large.
The second question we discussed in class “What does Ball mean by ‘conceive of knowledge in a narrow way’?” really resonates with me. So much emphasis is placed on teaching students content. Yet is it really so important for students to learn every little detail about every mission in California? When speaking with adults in the real working world, most cannot recall these facts that were so essential in learning and getting good grades in school. There is a reason the show “Are You Smarter Than a 5th Grader?” was made! So much of the curriculum is about small details that do not contribute to the growth of a child in preparing them to be a contributing member of society. If we conceive knowledge to be the learning of facts and how to complete simple processes, we miss the whole arena of knowledge that is most important. Teaching kids how to think outside the box and look at solving problems in creative ways. Teaching them to think critically, deeply, and be able to evaluate their own and others thoughts and ideas is vital. Applying their factual knowledge to the solving of problems is the most important part of learning and dare not be overlooked.
My original line of inquiry consisted of integrating math and science curriculum. What is the best way to do this? Should it be done and why? Specifically I wanted to look at how to teach math through science. I believe that learning math in an isolated way is not productive to completely understanding it. What the function or equation actually applies to and why is the most important part because it tells how they would use math in everyday life.
While beginning my research, I came across a lot of research that discusses the implementation of or curriculum focus on project-based learning and how to use it effectively in schools. An integrated approach (usually using project-based learning) has been successfully used in middle and high schools for years now but is much less common at the elementary level. This is part of the reason for my interest as I think it is completely possible to use this type of teaching on a daily basis with younger students. But how best to do so and what does research say about its effectiveness on improving the depth of student learning.
As a high school student entering college, I felt quite out-of-my-league at first. I realized I knew comparatively little about history and the world I live in, especially adult issues such as history, politics, economics, policy, and where they came from in American and world history. This was so interesting and I began to catch up on geography and learning about these issues and other countries in general. Reading non-fiction became a past-time as I enjoyed broadening my knowledge. Why can’t this start earlier? I was allowed to vote but felt so uninformed! I want to know how much nonfiction young learners can understand, what they are most interested in, and how it affects their general knowledge growth as they get older.
Why not learn about the real Sleeping Beauty castle? (Neuschwanstein Castle in Germany - the model for the Sleeping Beauty's castle at Disneyland!)
My first graders loved learning about the world, the different countries, and continents and where their ancestors used to live!
The more we know, the less we fear, and the less prejudice in the world. :)
But learning more about the world often raises questions with answers that may be difficult for young students to comprehend.
Let's Read!
Commented on the following blogs:
Taylor Terhune
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