1. Teachers often teach new information in their lesson with the expectation that the students in the class will replace misconceptions about the information with accurate information about the topic. What are some obstacles to this change in students views on their misconceptions? (lower: knowing).
2. Plan a short lesson that would teach students about their multiplication facts, something that needs to be stored in their long term memory. How would you scaffold for a lesson like this? (higher: creating)
Grace I definitely agree with you that your question 1 is lower level thinking because it is general knowledge of knowing the types of misconceptions students might have, which we can all figure out because it is just basic knowledge that we have all experienced. Your second question definitely falls under creating because it most definitely requires more than basic knowledge, and you would have to know how to scaffold within a child's ZPD which requires knowledge of all these concepts along with being capable of creating a lesson plan.
ReplyDeleteThat kind of lesson would be tricky also, because what if students formed new misconceptions? Just a thought. Obviously we have some control here ;)
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