Killing Two Birds with One Stone: Using Exam Review to Teach Constructivism
EDI 600 Psychological Foundation of Education
School of Education
Long Island University, C. W. Post
November 11, 2008
Long Island University, C. W. Post
November 11, 2008
We began today’s class by reviewing our mid term exams. I was proud of my grade and it was great to see that my hard work was paying off. I appreciate when professors give students the opportunity to discuss the exam and perhaps argue some questions. I feel this is a very fair and useful way to go over the exam. Students are able to dispute questions that they felt were either unfair or misleading.
This method is a great way for students to take an active role in their learning. There are discussions between both the students and between students and the professor. Students are scanning through their textbooks looking for proof that their answers are correct. Other students are closely examining and breaking down the questions on the exam trying to prove that they were misled.
I felt Dengting was very open to listening to student’s arguments and tried to understand their point of view and their take on the question. I have been in many other classes where teachers have allowed us to dispute some questions on the exam, but none of the sessions have been as productive as this. Other teachers have just allowed students to pose their argument on paper. By doing this other students are not able to participate in the argument and take sides. To increase active learning students should be able to openly listen to their peers and their professor and take part in the discussion or argument if they feel it is necessary.
Dengting always seems to relate opening activities to the topics of that day’s lesson. This activity demonstrated the ideas of constructivism. Each of us learns and interprets things differently and therefore, we may answer questions differently.
This activity allowed me to get a better feel for the different personalities in the class. For some reason this activity, more than other activities we have done in the class, really brought peoples personalities to the surface. Some were very accepting, some not so accepting, and some tried to see the argument from another person’s perspective. Some students were determined to prove their point while some just sat quietly and chose not to take part in the discussion. There was a lot of talking while other people were trying to speak and prove their point, probably because everyone was so anxious to work out misunderstandings or incorrect questions. Overall, this was a very stimulating discussion that allowed us to take an active role in our learning. s 11/11/08
This method is a great way for students to take an active role in their learning. There are discussions between both the students and between students and the professor. Students are scanning through their textbooks looking for proof that their answers are correct. Other students are closely examining and breaking down the questions on the exam trying to prove that they were misled.
I felt Dengting was very open to listening to student’s arguments and tried to understand their point of view and their take on the question. I have been in many other classes where teachers have allowed us to dispute some questions on the exam, but none of the sessions have been as productive as this. Other teachers have just allowed students to pose their argument on paper. By doing this other students are not able to participate in the argument and take sides. To increase active learning students should be able to openly listen to their peers and their professor and take part in the discussion or argument if they feel it is necessary.
Dengting always seems to relate opening activities to the topics of that day’s lesson. This activity demonstrated the ideas of constructivism. Each of us learns and interprets things differently and therefore, we may answer questions differently.
This activity allowed me to get a better feel for the different personalities in the class. For some reason this activity, more than other activities we have done in the class, really brought peoples personalities to the surface. Some were very accepting, some not so accepting, and some tried to see the argument from another person’s perspective. Some students were determined to prove their point while some just sat quietly and chose not to take part in the discussion. There was a lot of talking while other people were trying to speak and prove their point, probably because everyone was so anxious to work out misunderstandings or incorrect questions. Overall, this was a very stimulating discussion that allowed us to take an active role in our learning. s 11/11/08
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