Emergent Strategy and Computer-Based Instruction

A Connection to Previous ELPS Learning – Emergent Strategy

 

Parts of this reading reminds me of ELPS705 and what we learned about emergent strategy.  We read about it and, in one class, had the demonstration of everyone touching/throwing the ball to exemplify emergent strategy.  We had to let the pieces and process formulate on their own in real-time. 

 

This reading highlights a number of variables in the classroom, including:

·         Content versus pedagogy

·         Regions of the brain, differences in how they grow and learn, and their varying applicability to different academic subjects

·         Student past experiences and culture as support for scaffolding deep understanding

·         Declaratory versus non-declaratory memory

 

In one section, the author suggests reshaping instruction from “sit & git” to students designing their own problems and solving them.  I think we can loosely apply our emergent strategy concepts to the variables bulleted above and apply all of it in the classroom; realizing that we need to set goals, and then designing instruction cognizant of the above bullets in which students are guided toward learning goals using their own independent metacognitive processes. 

 

This seems pretty overwhelming on its face, and it is noted that large classrooms can present a challenge to teaching in this manner (in addition to just being harder and more work for the teacher).  It is also noted, however, that software has the potential to facilitate better independent, guided, interactive student learning.  We have been introduced to examples in science; likely they exist for math and other subjects as well.  It is interesting that we also read recently of certain groups of teachers being relatively ignorant of technological tools for teaching.  I think this lack of propensity to adopt technology is something we must lead colleagues to overcome if we are to move toward the educational models suggested here.

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