Take out the Tests, and Hide the Grades; Add the Spiritual with All Voices Raised! Professor Explications and Students' Opinions of an Unconventional Classroom Milieu.
Year: 2010
Type: article
Abstract: A primary piece of the conceptual framework that underlies this paper is the argument that changing instructional practices and strategies has not led to substantive innovation in higher education classrooms. More broadly stated, instructional strategies typically have not led to true innovation in higher education because strategy change often has not been the result of a shift in the professor's epistemological stance--a change in the ways that a professor understands (and embraces) the nature of teaching, learning, and knowing. For example, many professors within higher education still equate learning with memorizing content; therefore, they do not fully value strategies that go beyond memorization. An epistemological shift toward understanding the nature of learning as a complex process that transcends memory would allow professors to more properly value congruent instructional strategies (Anderson, 1998; Bain, 2004; Knowlton, 2003). This paper describes a three-phased progression--embracing a new epistemological stance, revising the classroom environment to one that is consistent with that stance, and accepting the instructional strategies that emerge naturally from that classroom environment. The author describes his journey through these phases.
Author: Dave S. Knowlton
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W2422114205