Meredith - Reading Notes #7

I was interested in Lang’s discussion of mental models and the processes involved with either incorporating information into an existing mental model (assimilation) or forming a new mental model (accommodation) (pg. 156-160). He emphasized the importance of assessing the mental models students possess at the beginning of a course and using that information to help guide instruction. He also discussed dualism versus relativism (pg. 166-170). In regard to the theories discussed, how much emphasis is placed on knowing and recognizing the processes and stages? How do we help students transition from one stage to another? I am interested in discussing this topic further since it relates to how students learn and develop and therefore applies to our futures as college instructors. 

I appreciated Lang’s discussion of students as people. He emphasized that instructors “see only the tiniest slices of students’ lives, and those tiny slices rarely reveal to us what matters to them most, or what major events or people are shaping their lives right now” (p. 181). I know students sometimes feel that instructors either are not aware that they have lives or simply do not care. On the other hand, I understand how it would be difficult and erroneous to try to understand what is going on in all students’ lives. In regard to this, I think Lang offered a good middle-ground approach – being empathetic but not necessarily overly accommodating. He offered some relevant advice in regard to listening to students and referring them to professionals to get the assistance they need (p. 183-187). He noted that his suggestions were also designed to protect instructors. This is a topic I feel warrants additional discussion since I don’t know of any other setting where we might discuss this information. How does an instructor know when it would be crossing the line to offer advice? Do the lines differ depending on the university? What are the policies at NDSU regarding instructors meeting with students and offering advice?

Davis discussed diversity in the classroom and how to create courses that are inclusive and accessible to all. She offered tips for being culturally inclusive (p.62-63) and for incorporating universal design principles into courses (p. 76).  I felt this information was relevant and yet sometimes overlooked by some. Davis also discussed diversity in terms of academics. She offered suggestions for accommodating students who have different knowledge and abilities. One suggestion was allowing students to choose various combinations of assignments (p. 91). As a student, I like this option. However, I wonder how efficient it is for a new instructor. Allowing several different assignments requires developing several assignment sheets, setting multiple deadlines, creating several rubrics, and grading numerous projects. Is this really the best use of an instructor’s time? Is this technique pedagogically sound? How flexible is too flexible in regard to addressing academic diversity? I think this topic warrants additional discussion since any given course has the potential to draw a heterogeneous group of students and it is up to the instructor to make sure all students leave the course having gained something.