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					        Where there is a lack of knowledge, Bloom says no other logical step is available, which

indicates that knowledge is essential, especially for further learning. With that in mind, I would like to

propose my theory of Systematic Education with an Emphasis in Review (SEER). Upon the forefront of

education deserves to be knowledge. In order to attain knowledge, learning is primary. After learning

the goal is to remember. In order to remember, review has next become primary. If review is primary

then so are its counterparts, them being self-discipline and a reward of never forgetting. It seems well in

my mind that when a person reviews often then he is less often to forget verses never reviewing. This

process of review allows adequate time to enhance the accessibility to retain the information into the

long-term memory source. After information is then processed here, we have the privilege to never

forget the material. Now, there are specific steps that need to be taken in order to prove my theory

correct and I will mention them now.


        It seems that upon learning how to review, particular steps must not be avoided. There needs to

be a process or a section of time in every class period for reviewing past class material. For instance if I

taught a class, this is the way I would manage it. First, start on time and end on time. Second, start with

a worship, then prayer, and then specific review. I would upon speed review of past important materials

through quickly quizzing the students orally. This will then make the material fun, and everyone will

eventually remember the materials do to constant daily contact and also because of the game of speed.

Telling them to fire out the answers as soon as I point to any person is the concept to the game. With

that detail of never knowing who might be picked everyone will eventually know the materials.


        As Moses split up the duties of the nations among the people rather than himself, so does the

material need to be split. If this was my class I would split the materials of every class day to cover the

materials of previous class all the way to the beginning. I would ask as many questions as I could in five
minutes. This would allow for accurate coverage of past major points without using excess time. It is

useless to have the students remember something that is no value to them. So when it comes down to

selecting the questions, the instructor should always cover what they will need to know for the future –

that goes to any reference. After I get the feedback that they no longer need particular questions, I

would then not ask them for a week or so. This allows time to settle the brain which will make it more

difficult to recall. There should also be a weekly and monthly review. With these ideas in mind the

student will not be able to forget the past materials which allow them to better understand, apply,

analyze, synthesize, and especially evaluate.


        The process of quizzing orally allows for everyone to select an answer in there mind and then

hear the correct answer instantly. This allows for mental feedback on cue. The idea is to be speed

spitting the questions, and expecting the answer within seconds for accurate results. This system of

educations I propose would be a structure.


        “We have seen that the learner quite naturally infers implicit information via default and

        reasoned inferences. However, to store the information in the permanent memory in an

        efficient manner, it must be translated into a structure and format that preserves the key

        information, as opposed to extraneous information. The extent to which and individual has

        stored knowledge in this parsimonious fashion is the extent to which the individual has

        comprehended that knowledge” (Marzano 34).


I feel the most efficient way to preserve this knowledge is by review. If we really want to keep

something, will we not hold on to it? This is one of our own primitive characteristics. When someone has

an eye on something you have, will you not focus harder on that thing to make sure it is not harmed? I

remember a couple of weeks ago I purchased a half gallon of mint chocolate chip ice-cream –my
favorite. I brought it to my girlfriend’s house and wrote with a permanent marker all over it “Devin’s”. I

for one, wanted that entire bucket of creamy ice-cream to myself. I made the effort to hold on to it.

There was another time when my girlfriend’s friend was over and Erin my girlfriend, told me that Ashley

her friend, had eaten some of my ice-cream. My first impulse was to go and check to see how much she

ate and to tell her not to eat any more. I didn’t do that thank God, because I realized it was just ice-

cream. We see knowledge as way more valuable so isn’t it our tendency to grasp onto it and never let

go. What every person ought to do is review. (That sentence rhymes on purpose).


        On the onset of the counterparts to reviewing, come strict self discipline and the ability to never

forget. I have always wanted to be one of those people you hear about or read about in books with

special abilities, one of them being to know everything. Well if your students are ever in the same boat,

this is the option. When they learn something, never let them forget. The action to let your students

forget anything you teach is merely irresponsible and uncareful. Our goal as teachers is to pass

information we have attained onto our students with intent on them eventually using or even

surpassing it. If we let them forget, then we are reversing our efforts and theirs, as well as, not doing

what you are paid to do. “A student may correctly answer the question by luck, by copying from

someone else’s paper, or by recalling something said in class or read in a textbook…”(Boostrom 24). If in

any class the student has to cheat or guess then we have not done our jobs. Whether it is assigning

homework that covers the material or constant review everyday in class, we have to make sure they

remember.


        Self-discipline is another part to review. If we do not stay 100% consistent in this review system,

things will not work like I predict. You as the teacher must commit your effort in remembering and

adding this instructional system into your daily, weekly, and monthly classes. If they students at once
see that you have not been punctual in this area, they may see that they are allowed as well -if they go

on to use it. Also I think that it is very important to explain the reasons behind this review game. If they

do not understand that it is for them to learn and use in there lives they may not see the value in such

cheap games.


        Other options with the SEER option are to get the students to practice this idea as homework.

The ultimate purpose is to get them to see an awesome study system that never fails. When they come

to my class and they see the way I manage it, they will see that it is different. They will analyze in

everyway how it is different. And they will find that it is my review system that makes the difference.

The review system would be to them a ticket out of bad grades, poor study habits, procrastination,

cramming, and forgetting. I think it is time to give our students something that they can take with them

for the rest of their lives. This is something they could even institute in their homes, layout a specific

time each day to play Super Jeopardy; or what have you. This idea could if instituted from primary up,

help every child never to forget anything. I believe this is possible and this is the way. As of yet I have

not be proven wrong, and as of yet I have found no other option to exist.


        The question goes out, how do we make sure they learn the material in the first place? As to the

rest of time in class, I agree from all previous classes that simple note taking is prevailing over

everything. Whether it is sitting and listening to a lecture, or watching a video on materials, this seems

to be the most efficient. But there are steps to this as well. First, the notes must be handed in at the end

of class. I learned more from a psych class in high school than any class before or since and this is the

method my teacher Doug Stewart uses. He would have us use our own paper and as he was lecturing we

would write down every main point he said. And at the end of the class we were to have written a page

worth of his lecture material. The idea to this is that they would then perceive that you as the teacher
would check to make sure they are writing about the material, thus this are all they write about. You

would also assign points for each day of notes. This is a reward for there compliance and effort to

educate themselves. We must employ, if to use this method, not to be specific. The idea here is that

they take what you say and write it in their own words, and if they want to write down a thought or two

about the material. This allows for harmony on adding associations to each point and stimulated activity

in the brain while they are learning. This would be harmonious to when they are taking test. It is an

advance cue towards better test taking.


        In conclusion, “The ultimate objective here is to help the student retain the important

information presented in the lesson, and thus increase the probability that he or she will be able to

recall and use the information at a later time”(Cooper). From the brink of consistent review and the

steps included for success, installing this practice into the minds of the students for their use in life, self-

discipline for your class and example, note taking as the process of embedding the information into the

long-term memory from the start, and the better preparation for the test through all means possible is

constructed as how to effectively teach students for life. Imagine when the last day comes and you have

your big old test (assessment) and you ask all the questions you have been though out the semester,

and as you grade them and the majority of the class pass with A’s. That is the ultimate goal that our

students take with them the knowledge that we impart to them and nothing less.

				
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