Ivor and Olive Lewis on thu 27 jul 06
Dear Dan Dermer,=20
Thanks for your exposition. So the teachers task is, in fact, one of =
modifying the students learning style.
I seem to recall when remedial teaching in Maths of employing strategies =
similar to what you suggest to get children to understand the idea of =
the "Twoness of Two" and how to take a large value contained in a small =
number from a small value contained in a large number when a young child =
had learned by rote that you can only take small numbers from large =
numbers.
Best regards,
Ivor
Dan Dermer on thu 27 jul 06
Hey Ivor,
I think the teacher's task is to present whatever is to be learned in a
variety of different formats and styles, and with as much relevance to the
students (i.e., answering the question -- why do I care??), so as to reach
the maximum number of minds.
I guess I don't see that as modifying the students' learning style near as
much as rounding out one's own teaching tactics.
-Dan
-----Original Message-----
From: Ivor and Olive Lewis [mailto:iandol@westnet.com.au]
Sent: Wednesday, July 26, 2006 11:51 PM
To: ddermer@SBCGLOBAL.NET
Cc: ACS
Subject: "Rule of Three of Teaching
Dear Dan Dermer,
Thanks for your exposition. So the teachers task is, in fact, one of
modifying the students learning style.
I seem to recall when remedial teaching in Maths of employing strategies
similar to what you suggest to get children to understand the idea of the
"Twoness of Two" and how to take a large value contained in a small number
from a small value contained in a large number when a young child had
learned by rote that you can only take small numbers from large numbers.
Best regards,
Ivor
theresa gilliam on fri 28 jul 06
Ivor, How would you translate a mathmatical concept into a physical,
sensory experience? How would you taste twoness? smell it? How would
you experience twoness as deep pressure? Why is efficiency an issue?
All the best,
Theresa
On Jul 27, 2006, at 10:36 PM, Ivor and Olive Lewis wrote:
> Dear Theresa Gilliam,
>
> You suggest that I should <> to you last post. It was
> brilliant and full of wonderful, multisensory examples>>
>
> Did that. But could find no reference to Olfactory, Gustatory or
> Proprioceptory stimulation that might meet my challenge <<..how is
> efficiency of learning to achieve mastery ensured when the nature
> of the subject has a high degree of abstraction or is represented
> in symbolic form, as in mathematics or visual arts...>>
>
> Best regards,
>
> Ivor Lewis.
> Redhill,
> South Australia.
>
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Ivor and Olive Lewis on fri 28 jul 06
Dear Theresa Gilliam,=20
You suggest that I should <last post. It was
brilliant and full of wonderful, multisensory examples>>
Did that. But could find no reference to Olfactory, Gustatory or =
Proprioceptory stimulation that might meet my challenge <<..how is =
efficiency of learning to achieve mastery ensured when the nature of the =
subject has a high degree of abstraction or is represented in symbolic =
form, as in mathematics or visual arts...>>
Best regards,
Ivor Lewis.
Redhill,
South Australia.
Ivor and Olive Lewis on sat 29 jul 06
Dear Dan Dermer,
I have not quarrel with your idea of adapting instructional processes to =
meet the needs of the learner's situation.=20
Best regards,
Ivor.
<I think the teacher's task is to present whatever is to be learned in =
a variety of different formats and styles, and with as much relevance to =
the students (i.e., answering the question -- why do I care??), so as to =
reach the maximum number of minds. =20
I guess I don't see that as modifying the students' learning style =
near as much as rounding out one's own teaching tactics.
-Dan>>
Ivor and Olive Lewis on sun 30 jul 06
Dear Theresa Gilliam,
You ask <physical, sensory experience? How would you taste twoness? smell it? How =
would you experience twoness as deep pressure? Why is efficiency an =
issue? >>
Regarding the first part of your question, that is what I would like to =
know from those who put forward generalisations relating to "Modes of =
Learning" and their insistence that a teacher should tailor teaching =
methodology to the limitations of students.=20
Efficiency issues are related to the limited time available within a =
teaching timetable for both teacher or instructor and learners or =
students to deal with a syllabus or a course of study.
Please understand that I am not denying the need to reference other =
sensory sectors as and when this might prove to be a useful tactic.
Thank you for contributing to this thread.
Best regards,
Ivor Lewis.
Redhill,
South Australia.
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