Читать книгу Why Don't Students Like School? - Daniel T. Willingham - Страница 21

By problem I don't necessarily mean a question addressed to the class by the teacher, or a mathematical puzzle. I mean cognitive work that poses moderate challenge, including such activities as understanding a poem or thinking of novel uses for recyclable materials. This sort of cognitive work is of course the main stuff of teaching – we want our students to think. But without some attention, a lesson plan can become a long string of teacher explanations, with little opportunity for students to solve problems. So scan each lesson plan with an eye toward the cognitive work that students will be doing. How often does such work occur? Is it intermixed with cognitive breaks? Is it real cognitive work that can lead to the feeling of discovery and not just retrieval from memory? (Think especially about questions posed during whole-class instruction – research shows it's easy for teachers to slip into a pattern of asking lots of fact-retrieval questions.) When you have identified the challenges, consider whether they are open to negative outcomes such as students failing to understand what they are to do, or students being unlikely to solve the problem, or students simply trying to guess what you would like them to say or do.