jklee
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Post by jklee on Jan 20, 2016 21:08:37 GMT -5
In class, we discussed what expert bias is and how it is potentially dangerous to our teaching practices. While we defined what it is, we did not delve into how to avoid it or recognize it in ourselves. How do we most effectively spot expert bias in ourselves and what do we do to remove it from our pedagogy?
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kasee
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Post by kasee on Jan 20, 2016 21:42:17 GMT -5
I think that expert bias can be avoided in our own teaching practices if we make a conscious effort to remove it. I think we need to be aware that expert bias can potentially creep in and that in turn, can have a negative impact on our students. I'm not sure if it's something that has a proper antidote or resolution. I think we just have to remain humble and recognize that our students will most likely not have the same level of knowledge as us in our particular content areas. I believe this can even go a step further as to how we communicate with our colleagues, as well as our students. Our students won't appreciate being talked down to, and I don't think our colleagues or coworkers will either. I believe, we need to remember who our audience is, and always try to be aware of that to produce the best learning environment.
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Post by felishadake on Jan 21, 2016 16:27:25 GMT -5
I think that this is where it becomes important to determine the prior knowledge and conceptions that students are bringing into the classroom. A teacher has to establish their students' current level of understanding in order to avoid wasting time on concepts they have already grasped, and more importantly, avoid practices that lose students to confusion and frustration. When a teacher is aware of, and takes into consideration where students are at conceptually, it becomes easier to consciously alter instruction and pedagogy to prevent expert bias from occurring. However, as much as we practice self awareness to prevent this from happening, there will likely still be instances of expert bias in our teaching. I think the best philosophy is to foster a classroom environment where students feel comfortable enough to bring up these concerns when there is a barrier in understanding.
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Post by ronettekortbein on Jan 22, 2016 12:44:56 GMT -5
I think it's also something that we will learn to look out for over time. Our first year or couple years teaching, we may not know what exactly to expect from our students. We have to be able to gauge the classroom and decide if they are actually understanding the material. As we gain more experience as teachers and know our students better, I think we will gain more knowledge on their prior knowledge. It is important to teach something so that everyone understands, but you also don't want to go too basic. I think it would be tiresome to treat every lesson like the students have no prior experience, but ignorant to assume that the material is easy for all of them. How do we get to a happy medium and prevent expert bias, but also prevent the opposite?
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Post by parkerh13 on Jan 24, 2016 13:57:55 GMT -5
Expert bias creates a divide between the “expert” and the “learner.” I think that a lot of what teachers do is self reflection, in order to become a better teacher we must see ourselves how our students see us. Having an expert bias creates a sense of entitlement that will not be met well with students. We may be very well read in a certain subject but that doesn’t mean that a student cares about what we are saying. Self reflection and being able to admit that we are exuding this air of expert bias is the best way to stop it. Also having a colleague or a friend tell you when you are acting super smart might be a great way to see something you were not aware of beforehand.
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Post by hannahhiester on Jan 24, 2016 19:40:15 GMT -5
Just after we discussed this in class, a quote came up in a Terry Pratchett book I'm reading that I thought was timely and I would share: "'Clever isn't the same as sensible,' said Susan, 'and they do say that if you wish to walk the path to wisdom then for your first step you must become as a small child.'" I think our students see a lot and have a lot to share but removing that expert bias from ourselves can be hard! I worked in ocean computer modeling research before taking this class and one of the most challenging (yet most fun!) parts of my job was outreach. Expert bias was a real challenge in working out how to honor the research and science yet make it accessible to the students. I think you all make great points and it seems to me that, like most of you are saying, there isn't a one stop solution but self-reflection, constant formative assessment, knowing your students and practice are all ways to combat expert bias.
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Post by janinesherman on Jan 24, 2016 21:50:31 GMT -5
I love this discussion because it definitely applies to all subject areas. Self-reflection and pre-assessment are very effective ways to make sure we are not creating a divide between the student and the teacher. Whether it is talking about balancing chemical equations or Shakespearian language we must make our teachings accessible to students. That's the whole point- to make things relevant and understandable! Being English Education, I love poetry, but last semester I had a poetry professor who was condescending and did not facilitate productive discussions in her class because she looked down on students opinions. I would not want a subject that a student potentially love be brought down because of the expert bias. I also agree with Ronette, that differentiated learning should be brought into this discussion... Each student in your classroom will have a different level of knowledge, some may be quite experienced and some may be hearing about the subject for the very first time. How can we accommodate all of these learners in our classroom without boring some or overwhelming others?
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jklee
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Posts: 20
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Post by jklee on Jan 25, 2016 0:05:48 GMT -5
I think everyone is making some interesting points about expert bias! I love Terry Pratchett and that quote is perfectly applied, in my opinion. To speak to what Janine posted about accommodating all of the different learners in our classroom, I think that it would be a good practice to have a quick survey to see where your students are at. When you introduce a topic, poetry, for example, you could create a short survey about what your students know, which poets they have read and enjoyed, and the kind of poetry they just don't get. From there, you have a better idea of how experienced your students are and what to speak to. Knowing what the experienced learners have questions on will help keep them engaged while teaching what they already know to other students. This is only one method accommodating students who have different levels of experience with a subject. What are some other ways to keep students engaged, especially as it applies to your content area?
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Post by hannahhiester on Jan 25, 2016 14:27:43 GMT -5
I often think of groupings and scaffolding as helpful ways to keep students engaged. Groupings, particularly mixed ability groupings, can provide peer support for those who are more challenged and forces those who are more comfortable with the material to teach it, which will help their learning. I also thing scaffolding tasks can help e.g. in physics creating a box for a diagram or suggestions of things to include. It can help the students who need it and not bother those who don't really need it (hopefully!). I thought our discussion in class about instructions was interesting but it made me wonder where the line is between scaffolding and instructions.
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Post by chelseahickox on Jan 27, 2016 11:29:12 GMT -5
Hannah, I think scaffolding is such a great way to engage students and help them to make the connection for them so they are able to absorb and learn what it is you are teaching. Therefore, I really see instruction and scaffolding going hand in hand. I see it as a great tool to use as one instructs, rather than two separate concepts. I know personally, that I learn better when I can make connections with what I'm learning to prior knowledge that I have, and feel that students could benefit the same way.
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Post by hannahhiester on Feb 1, 2016 11:46:13 GMT -5
I think you are spot on about connecting to prior knowledge helping learning. However, I don't think that students do that by themselves, at least not for content knowledge. I was observing students last summer both in a lab and lecture, and they would be working on something in the lab but would connect it to what they had learned in the last three lectures without some prompting from me or the lab leader. I think, therefore, that students need help in making these connections and scaffolding can certainly be used to facilitate the process.
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