After reading the Introduction Chapter and Chapter One (Playing the Whole Game) in the assigned book, the following questions need to be answered and discussed:
1. Provide a background of the author. In what way(s) does his background provide him with the credibility to write a book about learning theory? In what way(s) is he biased against the realities education in America today? This will initially be prepared by Group Member #2.
2. The first chapter provides an overview of the main ideas presented in the text. Which idea(s) are you most interested in learning more about? Why?
3. What does the author mean by "Learning by Wholes?" (one group answer to this will be submitted by Group Member #3)
4. Why do you think this text is assigned in a class about technology in education?
Hello group! I just want to direct your attention to an important concept that Perkins describes about "Playing the Whole Game." As you consider how to answer question #1, think about his use of the term "Threshold Experience" introduced in the introduction chapter. This might help you better understand his explanations in Chapter 1.
ReplyDeleteCarry on....
Question 2: I would be more interested in learning about how I know whether I have the whole game problem down or not. I am drawn to this idea because although I understand the concept behind playing the whole game, I am still unsure how to incorporate the whole game from the beginning without breaking it into parts.
ReplyDeleteQuestion 4: I think this text is assigned in a course about technology in education because there are many ways to relay the “whole game” to students, using the technology we have implemented in this course we will have a wide variety of ways to instruct students about a big picture of the topics we will teach.
Question 2: I am interested in learning about the differences between the whole game and the junior whole game. I'm still not sure I fully get how to downsize the game for younger children's comprehension while not taking too much away from the activity/assignment/lesson/whatever.
ReplyDeleteQuestion 4: I think this book is appropriate for educational technology because he reiterates time and time again how important it is to think and act flexibly and to not repeat the same old patterns in stereotypical ways. I think computers get a bad rap for monotanous powerpoints, word documents but technology can be more than that, if teachers are willing to look outside the box.
Question 2: I really enjoy Perkins optimistic ideas about the potential for change in schools. The idea of approaching teaching from a “whole game” perspective is very intriguing. I am interested in seeing more concrete examples of how instructional content can be made whole, especially for elementary age students. Many of the examples seem to either only address one unit or stretch a single theme across a full year. I would be interested to discover how a teacher would use “whole-game” teaching throughout an entire school year to address every subject. I am also interested to discover more resources I would be able to use to create my own teaching (I have a good list going so far). As a teacher it is also helpful to hear true feedback from those already implementing change. I would be interested in hearing more from the teachers using this instructional practice. How stressful was the planning process? Did students grasp the concept better than student’s receiving traditional instruction? Did the students seem to enjoy this learning better? Since students have been trained in the art of schooling their entire lives was it difficult to break them out of this habit and truly get them to create and apply knowledge? If so how did they overcome these difficulties?
ReplyDeleteQuestion 4: This is a great text for a class about education technology. Technology can be used to provide students with an image of what the “whole game” is. Technology is able to open instructional doors teachers never would have thought possible. Perkins mentions technology is able to provide students and teachers with “computer simulations, online research tools, and email communication” (p.18). Technology can also connect students with professionals in specific fields, expose students to international experiences, create realistic visual representations, and much more. This book also helps us to keep in mind why we are taking the course – to become more efficient at providing quality instruction.
Question 1: David Perkins is currently a professor of education at Harvard. He received his undergraduate degree in mathematics and his doctorate in mathematical approaches to artificial intelligence from Massachusetts Institute of Technology. David Perkins has also written a number of books regarding learning. His experience in education and with research provides him with the credibility to write a book about learning theory.
ReplyDeleteI think that there are a few biases that David Perkins has against the realities of education in America today. First, he somewhat makes the assumption that teachers should know what the “whole game” is about. I think that education in America over the past few years has been cyclic in regards to not being provided the “whole game.” A lot of teachers base their teaching style off of previous teachers that they have had and if those teachers did not play the “whole game,” then what makes David Perkins think that the future teachers will play the “whole game?” If you aren’t exposed to something, you can’t practice it. Second, teachers in today’s society are so focused on testing that they have completely forgotten about educating their students. In such a test driven society, we seem to be involved more in what the “right answer” is as opposed to the process. Teachers in schools where students are not passing their tests are especially focused on the answers. Unfortunately, the schools that aren’t passing are those that have a majority of students living in poverty, where more issues arise.
Question 2: Although I understand the whole game, I am interested in learning about how I would know whether I am providing the whole game to my students. I think that for most of us who have been brought up in the public school setting, where the whole game was not provided to us, it would be hard for us to break away from that type of mindset. I also would like to see how playing the whole game applies to students with disabilities. As a previous Special Education major and intern working with special needs students, I find that a lot of times, students with disabilities have to have things broken down. That is the sole focus. With my experience in Special Education, I don’t recall seeing any special education teacher provide the whole game to students. And with inclusion, how does this impact both the special education teacher and the general education teacher?
Question 4: I think that this text is assigned in a class about technology in education because it focuses on the “big picture” as this class does. I think that technology can help provide the “whole game,” if used appropriately. As David Perkins states, “in no way does learning by wholes require such technologies” (p. 18). I agree with this statement one-hundred percent, however, technology does provide another outlet when educating students and can be beneficial to both students and educators.
Sorry guys,
ReplyDeleteI thought my question 3 was posted as well as my response to 2 &4. Oops!
Question #3:
I think David Perkins experience in finding problems for his dissertation made him realize he hadn't been taught how to learn wholly, but just to learn half the process ( as problem-solving). Students should be taught how to problem solve as well as problem find. It is important to have the smaller pieces of education taught all together rather than to break education down. That way, students and teachers can assess what they already know and decide what outcomes they nred to make the most of their educational experience.
I am still not sure what you think the author means by "Learning by Wholes." How many times in your studies have you been expected to learn some math operation that had no context outside learning the formula? What is the purpose, the point. What real problem is being tackled by employing the technology of math? These are not often addressed, and I think this is what he is getting at.
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