|
Post by wmm12d on Jan 20, 2016 22:45:05 GMT -5
I enjoyed the discussion of "expert bias" this evening. I can relate to the concept, strongly...usually around 5:15 pm, every Wednesday. Nonetheless, I do think there are ways for teachers to avoid, or at least minimize this hazard. The first step is to remember that we are the experts (haha). Then:
Remember that the goal is not to tell the students how much we know, it is to get them to understand what we are teaching them. Stay focused on the learning objectives as a way to guide and simplify your discussion Always know your audience, their level of understanding, and speak to them in terms you are sure they will understand
What else can we add?
|
|
|
Post by morgan on Jan 21, 2016 15:43:07 GMT -5
When we are tutoring our students, when we begin to teach them what they are working on, or they ask for help from us, we could ask them to tell us what they already know about what we're going over with them. That way, we can get an idea of how much they know/don't know. This helps us know what kind of simple concept we have to start from.
|
|
|
Post by wmm12d on Jan 21, 2016 17:31:31 GMT -5
Thanks, Morgan. I have to say that my original post here was a wreck. When I mentioned that I can relate to the concept of expert bias, I meant that I sometimes feel lost in class, because I am not familiar, yet, with all of the education terminology. I also realized that the point was that teachers have to find a way to discuss our subjects in a way that interests the learner.
|
|
|
Post by rachelhinder on Jan 22, 2016 10:56:18 GMT -5
I think expert bias and making a lesson interesting are not necessarily the same thing (if I have interpreted your comment correctly). I could break down vocabulary to be very simple for students to learn, with no apparent expert bias, but it still be bland. I agree that sometimes I feel lost in class, but I have found that generally I can infer the meaning and it makes much more sense the next time the term in mentioned. Morgan, I think that is the best way to ensure we refrain from expert bias when working with students. I love K-W-L charts for this purpose. Having students write down what they Know and Want to know prior to teaching then having them write what they Learned post lesson is a good way to ensure active learning.
|
|
|
Post by rachelgoodbar on Jan 22, 2016 12:59:05 GMT -5
Rachel I love your idea of KWL charts to refrain from expert bias and see what students actually know to help us avoid using our own expert bias and boring the class to tears. I agree that it can be easy to get lost in class when teachers are teaching this way, but as students were aware of how we get lost now and I think we should really use that to our advantage when working with our students. Also we talked about directions relating to expert bias in class the other day and how students may not get it because they don't have all the background info that we do. I think having students repeat back to us what they understand on what to do (maybe directions for a paper as an example) we will be able to grasp is they know what we want them to and if we are using our expert bias.
|
|
|
Post by colemanaj1776 on Jan 22, 2016 14:00:36 GMT -5
I think that though they aren't the same, expert bias and making lessons interesting go hand in hand. Without expert bias, a lesson may be interesting but lack the content to make it a worth endeavor. A boring lesson won't stick to the student's no matter how good the information is.
|
|
|
Post by meghanpotter on Jan 23, 2016 0:25:32 GMT -5
Expert bias is something I've encountered a good deal, though I never knew it had a name. I did marching band in high school, and I was a section leader, along with one other girl, for the clarinets. She was very very musically talented, and incredibly smart, whereas I was probably more the "people person." We used to joke that Lucy was too smart to teach. I've since learned that there's no such thing as "too smart to teach," but there is definitely something called expert bias. Lucy was unable to understand the level that our incoming freshmen were at, so trying to teach them something very basic was hard for Lucy. It actually came in handy that I wasn't as good as she was, at first, because I remembered being in the same spot the new kids were in, and I was able to help them understand new concepts. What are some other ways you guys can think of to counteract expert bias in your classrooms? The KWL charts are a great idea, and I feel like there must be more where that came from.
|
|
|
Post by SophinaA on Jan 23, 2016 8:07:36 GMT -5
I think these are great points. And I think something that we can add that might seem a little contradictory would be to remember that we AREN'T experts. There are going to be things that we, as teachers, just won't know the answer to and that is okay. I once had an instructor tell me that as future educators, we will have to ask questions and that is how you learn. If you are unaware of an answer it is okay to admit that and then find the answer together. The student might see that you are also human and even though you know most of the answers, you are not Yoda.
|
|
|
Post by seanwillis on Jan 23, 2016 14:24:48 GMT -5
I think another great way to help suppress expert bias is by including multimedia materials that are relevant to our students. While we as teachers may have a tough time being basic enough in teaching our students, including relevant media in our lessons can help them better understand what we are trying to explain. Furthermore, as we get older we may tend to grow out of touch with what our students find relevant/entertaining, so finding modern media that can connect with our students can help cover up our expert bias.
I remember when I was a freshman in high school I couldn't stand Romeo and Juliet. After we read the play, our teacher showed us the 1994 movie with Leonardo DiCaprio which helped me understand the play so much better. Not only did the modernized setting help me relate, but to see the play actually acted out helped me better understand and appreciate the play as well.
|
|
|
Post by brittanysinitch on Jan 24, 2016 17:32:54 GMT -5
Sean- I agree with you. Showcasing multimedia materials really helps students get a better picture of EVERYTHING. In our class last semester we viewed the Great Gatsby and scenes from the movie that went directly with quotes we were reading. From there we were not only able to get a better understanding of the movie, but we were able to discuss further elements of multimedia including different lenses! Technology is growing everyday and by the time we are in the classrooms teaching, incorporating technology will really help suppress expert bias!
|
|
|
Post by lizziecassity on Jan 24, 2016 21:49:19 GMT -5
Brittany using the different lenses with the movie and the book at the same time could definitely help students understand point of view and other elements much better. I was thinking about the exact same thing, and other ways I could use the digital media in my classroom to help students further understand their material. Having students create digital media (like we had to do last semester) would help students display their highest level of understanding (by creating or analyzing something). I think by getting on their level and showing them something from multiple points of view and platforms will be much more beneficial, rather than just our own (expert bias) understanding with us just boringly explaining it the way we know it.
|
|