Beginning with “How People Learn…”, I found myself in large agreement with, what I believe, to be their overarching point:  “Experts’ thinking seems to be organized around big ideas in physics, such as Newton’s second law and how it would apply, while novices tend to perceive problem solving in physics as memorizing, recalling, and manipulating equations to get answers” (38).  Echoed again, this time perhaps a step closer to our humanities home, “Experts in other social sciences also organize their problem solving around big ideas (42). With only one semester under my belt, I must admit, I’m relieved to know that I’m on the right track.

Let me backtrack; I’ve structured my class in such a way where students pick a current issue of national importance to research the entire semester, thereby steering away from the “mile wide and an inch deep” approach (42).  Then, they are assigned four different genre papers (definition, narrative, persuasive, and expository) guiding their deeper critical learning and kaleidoscopic view, as I call it.  With each unit, I extract one major step in the writing process and flush it out: research, voice, revision, and context.  But perhaps, the biggest parallel to “How People Learn…” is in one particular concept: revision.  I assign students, hefty but manageable, Nancy Sommers piece: “Revision Strategies of Student Writers and Experienced Writers.”  The general idea being the same as the first excerpt mentioned; experienced, or expert, writers see revision as molding, reworking, and creation on a grander idea level; beginning writers see revision as how we would see editing that is changing out words, punctuation, and other basic in-line corrections.  To get them to see and approach writing creatively, they have to be aware of the metaphorical misshapen chunk of marble first–then comes David.  Just being aware there is a difference, between revision and editing, sparks a light bulb.  And in my little, but trying, experience, they ‘get it.’  Then again, they also get the revision process takes time and effort—much more than they’re willing to offer.  That’s where I loose them…

Shifting to “Engaging Ideas…”, as I vaguely mentioned in unit four, I cover context and encourage students to disagree with what their reading and add their own comments, ideas, etc. The thought there is a conversation going on with, in their minds is, an intimate object let alone “what conversation the text belongs too” boggles and opens their young, budding minds (135).  I love it!  Again, such a basic idea of thinking for one self and not agreeing with everything one read’s is huge for community college students!  For a whole unit, I stand in front of class acting like a cheerleader, “Your ideas matter! You just studied one thing for 16 weeks, surely you have some insight to offer!”  Truth be told, that’s the hardest part—unveiling confidence.  But I digress.

(As a general ‘hat tip’ moment, I’m plan on utilizing the marginal note approach and writing translations—both I think will come in handy for my now ESL majority group.)