This chapter was essentially a review of the theory behind the strategies they showed us in the preceding chapters. Just as when I first read it, I still agree with it. So to make things different, I’ll comment on some recent reading experience I had during observations and teaching. During observations, students had to read a section in the book and fill out a worksheet. They were very hesitant to start; only a few students got up and brought their books back to their desks to promptly read. Most students stayed at their desks for at least ten minutes and then glumly began to fill out their worksheets once another student brought them a book. So when it was my turn to teach my lesson, I decided to use a jigsaw and chunk the worksheet. They responded very positively. We were able to complete the worksheet and go over it during the period.
Now back to some theory. In biology, each of the four approaches are very important. Many of the terms we learn are from Latin or Greek and so the linguistic meaning (or roots if that’s more proper) are crucial to understanding and remembering their meanings. Then, we can build on that strategy for things like physiology when students will need to think about what things are and what they are attached to to determine their function. This fits the cognitive approach. Ultimately, we can then think critically in terms of pathologies (AFIB, ACL tear, etc.). These strategies are great to keep in mind when constructing a lesson. Leave room in some lessons to model these approaches so students are better equipped to handle questions and new information in the future.
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