This article by Tasha Bergson-Michelson,
was extremely interesting and an appropriate follow up to Leo
Babauta's “9 Essential Skills Kids Should Learn”. The two might not
be specifically on the same topic, but they very much overlap and
complement one another.
Bergson-Michelson highlights the issue of
good research versus bad research, but lays the blame not at the foot
of the students conducting the research, but the system of education
that fails to teach students how to properly undertake good research
practice. Both authors are in favor of small changes in methods to
adapt to the changing environment.
I believe the advice from
Bergson-Michelson to be accurate and familiar as it echoes the
insight offered from Babauta. The main theme of helping students
understand the scope of limited research as opposed to that of depth
and vision. Understanding that change or results don't happen
overnight.
I can particularly relate to the idea of
research taking a multi-step approach with an understanding of
sources. The stages of inquiry, literature review, and evidence
gathering gives research validation through depth and completeness.
I strongly agree with both Babauta and Bergson-Michelson with helping
students ask questions, predict, assess and problem solve any
evidence gathered. Looking deeper into the results, seeking the
substance, not dismissing evidence because of incomprehension.
I really admire the way this article has
given an outline of ways to improve research. Using newer tools like
blogs and wikis, but in an appropriate way that complements
traditional tools such as books, and journals. I would also like to
recognize how change can be implemented through a guided assisted
approach of demonstration and modeling. Allowing and encouraging
reflection, and not just purely letting students find out for
themselves. Good skills in any form do come through solid foundations
and experience.
I like what you said about guiding students by providing models and demonstrating how to complete tasks. I try to give my students a lot of freedom to explore the English language, but I also want to be there to correct their mistakes and nudge them in the right direction. Experience has tought me that when students tell you that they understand, there is a good chance that in reality they do not. So, explaining concepts and providing some examples, as well as observing and correcting students are all critical elements of teaching.
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