Week Three--Practical Intelligence and the Development of Expertise

I. Reading for the week in GMIT 650--Chapter Three in Learning and Change in the Adult Years; highlights from the chapter:

• Many people who are not in conventional terms academically successful or "intelligent" do manage to negotiate their own paths through the world and to master any topic that interests them.
• Development of tests of intelligence reinforced the bias toward those who can successfully manipulate the theoretical problems typically posed in IQ tests, which are by nature stripped of everyday context and presented in a formal educational setting.
• Adult intelligence and cognitive development can be reconceptualized as comprising both practical intelligence and expertise.
• Historically, Western culture has taken a lower view of manual work than of congitive activity.
• Western culture has had a historical propensity to distinguish the practical from the theoretical, and those who work with their hands from those who work with their minds.
• Practical intelligence has external goals; the goals to be accomplished must be transitional, and they must be important either to the individual being assessed or to the cultural groups of which the individual is a part.
• Cognitive research in everyday environments is fraught with methodological and practical difficulties.
• Practical thinking is marked by flexibility--solving the same problem in different ways, with each way finely fitted to the particular occasion on hand.
• Skilled practical thinking draws aspects of the given environment, be they people, things, or information, into the problem-solving system.
• Expert performance in real-world settings relies to a dree on tacit knowledge, that is, knowledge that is usually not openly expressed or stated.

II. Fellow cohorts, Gina DeFreece and Gina Ewing, led the seminar--questions proposed, discussion summary:

Question #1:

Beginning on page 51 of the text, the development of practical intelligence is described and a proposed theory of clinical expertise is broken down into four stages. How can you relate the various stages to your own development of expertise, either in your work as an educator, or your own role as a student?

Seminar participants did a great job of relating the presented stages to their own areas of expertise, as well as their roles as students. The various perspectives of the participants provided plenty of ideas to discuss for the whole group.

Question #2:

How would you argue (for or against?) the statement:
"Tacit knowledge can't be taught."
Does tacit knowledge impact online course development? Explain.

There were arguments for and against the statement about tacit knowledge. Most agreed that tacit knowledge is something we bring about ourselves through observing others and relating our own personal experiences as move along in our careers.

Question #3:

On page 41 the author states, “Our argument is that there has been a historical bias toward the abstract over the practical in Western culture and that a contemporary corollary of this is the exaltation of academic intelligence over practical intelligence. Recent challenges to the latter view may prove very important to the field of adult education.”
Explain this argument in your own words. Do you agree/disagree with the author?

The general consensus was that the bias exists, academic intelligence is highly regarded, but practical intelligence is very important in the long run in regard to careers, maybe more so.

Gina and Gina also provided us with some good articles and websites relating to the chapter topic, with one website being an interactive historical map!

III. My personal reflections:

• Gina and Gina provided us with great resources and questions in the seminar relating to the topic of practical intelligence and development of expertise. The did a great job of keeping the discussions going, while providing input on the topic!
• I learned a lot about the main topic from the seminar; it really helps to see all of the different perspectives!
• I would like to investigate further the discussion on tacit knowledge and how it relates to learning and teaching.
• I participated in the seminar at the level of a graduate student; my input helped the discussions move forward and it was a good learning experience.
• The seminar format worked well with the topic for the week; there was good discussion in all areas!

Week Two--Why Use Rubrics?

I am going to use the outline format here again for GMIT 660 for this week's journal reflection on Rubrics:

I. The reading for this week was Chapter 2 (Why Use Rubrics?) from our text Introduction to Rubrics, with highlights from the chapter:

• Rubrics save time, provide timely, meaningful feedback for students, and have the potential to become an effective part of the teaching and learning process.
• In a rubric, we simply incorproate easily predictable notes into the "descriptions of dimentsions" protion of the rubric.
• The result is an easier grading process for us, and timely, detailed, often easier-to-read feedback for the student.
• Because we discuss the rubric, and thereby the grading criteria in class, the student has a much better idea of what these details mean.
• We can use the rubric to try to determine if the students' work is improving overall.
• The grid pattern of the rubric, with its clearly defined dimensions makes doubly clear which areas need work.
• By encouraging students to think critically about their own learning, rubrics can inspire precisely the pattern of "self-assessment and self-improvement" intrinsic to creating the kind of motivated, creative students we all want in our classes.
• We also know that students need to be challenged to think critically, and we know what kinds of assignments will lead to critical thinking in our respective disciplines.
• Not all components of a rubric relate equally to critically thinking.
• Rubrics help us to refine our teaching skills.
• Sharing rubrics with other instructors can reveal the degree to which grading is consistent.
• Rubrics level the playing field in a culturally diverse landscape in education; they are wonderful "translation devices."

II. Fellow cohort, Gina Ewing, led the seminar for GMIT 660--two of her proposed questions:

First Question:
As an instructor, have you observed students “thinking critically” due to the use of a rubric? Explain what you observed and how critical thinking took place with the student (if you are not an instructor, than within yourself).

Fellow cohorts responded quite extensively with numerous examples of how we use rubrics in our own experiences, and how we thought our students responded in a critically thinking manner. Those who are not yet instructors presented great ideas on how they perceived critical thinking in relation to rubrics as a teaching and grading tool.

Second Question:
In an article called Rubrics for Web Lessons http://webquest.sdsu.edu/rubrics/weblessons.htm
The author recommends allowing students to assist in the development of the rubric for their class and lists the advantages of doing so. In your opinion, what types of disadvantages do you see arising from this process and do you agree with the advantages listed? Would you add more to the list of advantages in this article?

Gina provided a great website on allowing students to participate in creating rubrics! As can be expected, there were mixed reviews on this topic; many of us felt that getting the students involved was a great idea, but caution should be exercised while doing so. The time factor involved in students assisting with this was another concern.

Gina also provided us with some other great resources to glean information from on rubrics and how they affect our teaching and grading experiences! Gina did a great job in leading the seminar and keeping the threads going!

III. My reflections in relation to the "Reflecting on the Seminar" questions:

• I did feel very engaged by Gina's questions and provided resources. She did some good research and provided good fodder for us to reflect and discuss!
• I learned a lot about rubrics, and plan to use these resources as I move along in my teaching career for sure!
• I will investigate further how I can use the suggested ideas and resources in my teaching!
• I was surprised how rubrics are such an important part of teaching and how most of us didn't realize their power and potential!
• I feel that I participated at a graduate level in this seminar; I shared with the cohort what I have attempted with rubrics and how I feel the need to continue using them even more in all classes I will teach! I felt that the seminar was a great learning experience for us all; we all did a great job of sharing and reflecting!
• The seminar format was a great educational tool for us, and will continue to be throughout the rest of the course!