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Saundra Wever Frerichs (firstname.lastname@example.org
Tue Apr 24 2001 - 17:34:47 EDT
Next message: Adams, Sally: "RE: [Teacher-talkinquiry] session 3"
This is a real challenge in my teaching setting. I work at a museum, and only spend about 45 minutes out of their lifetime with students. It's hard to build a relationship or set up ways of thinking, though we are working on that. We want students who keep coming back year after year to get a sense that the museum is a place to explore new ideas
and investigate. But the whole setting really encourages teachers and students to think of me as the "EXPERT." They came to the museum to see an EXPERT. Sometimes there is a visible sense of let down when they realize I want them to do the thinking and I'm not going to tell them what the right answer is. For most groups there is also a sense of
accomplishment by the time we finish. They are happy that they "did it" whatever the task ones, but some groups don't reach that point before our time together is over.
"Ayers, Meghan" wrote:
> I really agree with what you said about the quote in the film, "Don't limit
> the children to knowing what you know." I find myself learning right along
> with my students at some points during our science units. We kind of work
> together to discover and explore. I find that often, even though I might
> feel like a pseudo "expert" on a topic, my students will actually enlighten
> me! They have a fresh way of thinking, and they bring another angle of the
> topic to light. It's fun for me to sit back and see where they might take
> us. And you're right--they really learn the information as opposed to just
> memorizing. They're actually learning how to be thinkers.
Saundra Wever Frerichs
University of Nebraska State Museum
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