So Now What?

This topic contains 5 replies, has 6 voices, and was last updated by  Anonymous 1 year, 7 months ago.

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    As I have progressed to higher levels of education, classes have started to shoot more for deep knowledge. In my exercise physiology class, which consists of a big lecture hall and a lot of note taking, my professor pushes us to deeper levels of knowledge by asking us application-based questions sporadically throughout the lecture. These questions cannot be answered simply by knowing a few facts of what she told us—we have to put the details together and apply the knowledge to answer correctly. The tests are structured in the same way. I am also in an education class right now (assessing classroom performance) about assessments. We practice different forms of assessments and write our own examples from time to time, which helps to transform the knowledge to a deeper learning than just facts. This class also stimulates deep learning through our practicum. We get information from the book that we can watch in a real world setting, and implement on our own. The understanding that comes from deep knowledge for me seems to stem from application and using it on my own.


    Jill Sweeney

    For me, deeper understanding comes from hands-on activities in learning. I still have memories of grade school projects, such as a project where I had to research an animal of my choice and I was able to create a habitat and other things to go along with the animal. I was then able to teach my other classmates about the animal and they did the same to me. I think that this experience was much more meaningful than just reading a book about an animal and then answering a few questions and moving on. Without hands-on and in depth experiences, learning is often kept as surface and shallow learning. I feel as though when you are able to explain something that you are learning or complete something that is hands-on, that it will stick with you longer than memorizing to the test.


    Sarah Reich

    Deep knowledge is required for all of my health and PT classes. We not only have to know the facts, but we need to apply them to a situation or patient. These questions cannot be answered through the memorization of facts. We have to put different pieces of our material together to come to the correct answer. The hardest questions in my exercise physiology exams are the ones that start out by staying “your patient has…”. Our professor prepares us for these kind of questions by prompting deeper thinking during our lectures. She will stop in the middle of slides and ask questions that force us to put the material together.


    Jared Tschohl

    One of my best friend’s has a doctorate in nursing. Her son is completing a doctorate in pharmacology currently. Not being an expert by any means in the medical field, beyond Advil or Tylenol, when she would talk about his initial struggles learning pharmacology, deep knowledge is essential for success.

    Think back to 2nd grade, learning the classification system of animals (kingdom, phylum, etc., genus, species). From my understanding, pharmacology is the same thing, but they don’t branch as neatly, medicines have different side effects. One has to understand what medications are being taken and how they interact with others. For example, medicines for hearts, livers, cholesterol needs to be balanced, because they can negatively interact with one another. One cannot just write a prescription and pass out whatever medication they wants to patients. Without deep knowledge, they could put them on a wrong combination which could lead to addiction or death.



    Throughout college, I have had many professors introduce their courses, and the different discussions for the day with Questions to Keep in Mind. These questions shaped the discussion or lecture, and my professor would consistently revisit them during the lesson and after to see how we were connecting the content. This made me to think deeper on the topics.

    I also gain a deeper understanding when I get to go experience or apply the content The more I learn about classroom strategies makes me eager to go to my sites, and apply it. This helps me to better understand how to be an effective educator.



    As I read the implications for the classroom in this chapter, I was reminded of my AP English teacher from junior and senior year of high school. In her class, we spent a significant amount of time comparing themes and the use of literary devices between books. She never focused on shallow facts and placed great emphasis on making sure we were capable of pulling out underlying messages. While I often found this teacher’s classes to be challenging, she really helped me develop my critical thinking skills so I am super grateful.

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