Addressing psychological literature on constructivism, William Rando will share with the community the ways in which new information, or even new skills, are learned more deeply when they are integrated into the learner’s prior knowledge. Lessons from the University of Chicago Common Core will shed light on approaches to teaching and learning that activate students’ prior knowledge, combined with a student-centred definition of the common core’s purpose of shifting students’ relationship to knowledge and learning. Understanding students’ prior knowledge, acknowledging it, can help faculty invest themselves more fully and more reflectively in their teaching.
Lunch will be provided. Please RSVP at https://bit.ly/2OqJSsz.