Chapter 4 (pages 51-69) left an impression on me. We talk a lot about engaging the student and putting learning into context. That's what inquiry-centered teaching is all about.I greatly appreciated Finkel's point (page 53) that learning is motivated by disequilibrium. We need tension to grow, but as teachers, we must make sure that the tension isn't so great that students give up.
What did you think about the author's point that all learning is interdisciplinary? (page 55) How could we bring an interdisciplinary approach to teaching and learning at RCTC?
3 comments:
I love the interdis idea of teaching and enjoyed working in that arena in middle school and high school classrooms. As a reading teacher with the "process" I enjoy the "content" the other teacher brings to the room.
I teach writing, which is a skills-based course as well. Doing inter-disciplinary work with a content teacher in, for example, history, psychology, biology, or philosophy would make my job a lot more fun.
Mike, your comment sounds like a learning community to me; anyone from one of those areas that you want to start a learning community with? Let me know. :)
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