I understand the basic premise of stopping as more of a way of learning how to transition—how to smoothly engage and disengage one task before entering into a new one. For the most part, I can see benefit to this exercise, particularly as I am the first to cram in as much as I can to specific block of work and then rush to class all flustered. More so, I think it would be naïve to say that our student do not notice as well.
Therefore, when I think of stopping, I consider it more as a period of transition. In fact, it is in the classroom where I can see it most useful. Often times, I spend my time after class questioning why certain exercises didn’t go over so well. I did all the appropriate planning. I design clear instructions for students. I even provided handouts so that they could have something to reference rather than throwing all the information at them at once. Therefore, in my ponderings of these days, I find the need to remind myself that you can only cover so much in one day. Or, to put it another way, students can only ingest so much information. And, while in our graduate lives such a notion of stopping seems practically impossible, perhaps the classroom is a place where the benefits can make themselves known more clearly.
On a different note, I am curious if others have particular exercises related to crating synthesis in papers. Taking from the chapters we read from the Allyn and Bacon Guide, I am going to be using the learning logs exercise this semester and I am interested in seeing how it works out. However, at the same time, I am eager to know others teach synthesis in the classroom? I am particularly interested in helping students find their own voice, as I often hear them say that it is difficult for them to incorporate sources while also ensuring they can make their own ideas stand out. Thoughts?
No comments:
Post a Comment