Comments on: Preparing students to learn in schools http://educononline.com/2008/11/16/preparing-students-to-learn-in-schools/ Educational consultancy from Singapore for schools of international standards in Asia Thu, 17 May 2012 01:44:30 +0100 hourly 1 http://wordpress.org/?v=3.3.1 By: Amran http://educononline.com/2008/11/16/preparing-students-to-learn-in-schools/comment-page-1/#comment-631 Amran Wed, 21 Oct 2009 08:59:32 +0000 http://educononline.com/?p=1196#comment-631 Thanks, Suryakenchana, for sharing your experience here. Students tend to think and study in "silos". Makes them very myopic :) Regards Amran Thanks, Suryakenchana, for sharing your experience here. Students tend to think and study in “silos”. Makes them very myopic :)

Regards

Amran

]]> By: Suryakenchana http://educononline.com/2008/11/16/preparing-students-to-learn-in-schools/comment-page-1/#comment-624 Suryakenchana Wed, 21 Oct 2009 03:26:39 +0000 http://educononline.com/?p=1196#comment-624 I have observed the same phenomenon - i.e. students lacked the ability to transfer their skills and knowledge from one area to another. I have helped some students achieve this through a process of modelling - i.e. I show them how to do it. For example, I would use a mathematical equation to explain a cultural concept; or use Venn diagrams to show relationship between concepts. The ability to transfer knowledge/skills across domains can be taught and acquired. Like all learning experiences, learners need to know that such capacities can be formed and facilitated to develop that capacity. My own shifts in interest, from mathematics (pri sch) to physics/chemistry (sec sch) to geography/economics (JC) to theatre/area studies/history (undergrad) to anthropology/heritage (grad studies), has helped me see connections between knowledge domains. Now, I try to impress students the benefit of such consolidation and convergence of knowledge. I have observed the same phenomenon – i.e. students lacked the ability to transfer their skills and knowledge from one area to another.
I have helped some students achieve this through a process of modelling – i.e. I show them how to do it. For example, I would use a mathematical equation to explain a cultural concept; or use Venn diagrams to show relationship between concepts.
The ability to transfer knowledge/skills across domains can be taught and acquired. Like all learning experiences, learners need to know that such capacities can be formed and facilitated to develop that capacity.
My own shifts in interest, from mathematics (pri sch) to physics/chemistry (sec sch) to geography/economics (JC) to theatre/area studies/history (undergrad) to anthropology/heritage (grad studies), has helped me see connections between knowledge domains. Now, I try to impress students the benefit of such consolidation and convergence of knowledge.

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