Week 5

The first bullet point that I would like to explore from Tomlinson's book is the very first one. It states: "The brain is inefficient at rote memorization and seeks instead to make meaning of information. If we don't make meaning of what we study, we are likely not to remember it, be able to retrieve it, or be able to use it".

From some of the readings in our math class, we have learned about how children can learn that 2+2 is four, but it will only be useful to them if they understand that it means that two of something plus two of something else makes four things total. They also mentioned that using manipulatives isn't necessarily enough. We need to know in what context these things can be useful. Knowing how to calculate percentages would be useful in the context of calculating a tip at the restaurant, or shopping for sales, and etc. You can teach children concepts, but without providing your students opportunities to apply their knowledge in a cotext makes this knowledge seem hollow.

The secon bullet point I would like to talk about is the fourth bullet point. It states "...it is the role of Educators to 'uncover' what is essential to know, understand, and be able to do in the disciplines. Experts of a field value such knowledge, understanding, and skill as essential to productivity in their discipline. Teachers must tstruggle against 'coverage' and strive for 'uncoverage' of meaning-distinguishing between what is essential to the discipline, what is important, and what would be nice to know if there were time to do so",

This is what I think will be difficult for a teacher - to be able to distinguish what is most important for our studnets to know, and teach it in an effective way. I how Tomlinson used the word "struggle" as it will be difficult to be sure that we are always covering the right topic in a way to "uncover" their meaning. We will not have time to get to everything, but what is most important is that our students understand what we do get to.