Chapter 6-7 summary

Chapter 6
This chapter discussed how students do not think as experts. This is in part because they have not had the experiences and practice to develop the great deal of background knowledge and automaticity that experts have acquired in their chosen field. To me this seems obvious. I teach third grade and at the age of 8, my students have not even lived a decade which is the amount of time the author suggests is adequate to become an expert. Also, in those 8 years I do not think any of my students have dedicated enough time and energy into one particular skill in order to become an expert.

Another point the author discusses in this chapter was that experts can create new knowledge where as a novice thinker can’t. Though I agree and do understanding this, the highest level of thinking in Blooms Taxonomy is creating. I think we should encourage our students to create. I don’t expect my students to develop a new scientific theory or compose a symphony, but as this section mentioned, creating can be motivating and I think it is good to give our students a challenge.

Chapter 7
This chapter discussed different types of learners and what that means for us as teachers. As the author said, scientists cannot offer us any help with this identification of student learning and instruction. Our students cannot be classified. I think it is obvious and refreshing that the author isn’t trying to categorize students. Students may have different learning styles and intelligences, but no two students are exactly the same even if they do learn similarly. We as teachers have to use a variety of strategies and instructional approaches to reach our students and all the unique needs and styles of learning they possess.