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Using Soft Knowledge in Core Curriculum Instruction

Using Soft Knowledge in Core Curriclum Instruction

Using Soft Knowledge in Core Curriculum Instruction

Soft Knowledge is new terrain for educators.  Instinctively as teachers we know how to assess most of our students after working with them for a period of time, but there seems to be limited formal assessments that give scientifically proven data to measure soft knowledge.  I am a reading specialist.  To my understanding, it is my job to bring students’ soft knowledge (or prior knowledge) to the reading process in order to help them achieve deep and meaningful comprehension during a reading.

I wrote a blog about how “Reading is the core of all intellectual pursuits. It is the compilation of all critical thoughts and logical cognitive processes.” See (http://teachingcafe.ning.com/profiles/blogs/reading-skills-critical).  It is my job to continually provoke students to bring their background knowledge to the reading process in order to assist in the critical thinking process.  It is a process that many of us do automatically, but students who have difficulty in the area of critical thinking during the reading process, this step must be taught explicitly.  (predicting, visualizing, responding, questioning,) Therefore, can I propose as educators in content areas of curriculum, learning how to measure soft knowledge could be an important step in finding students’ knowledge base lines and thus we can truly teach a scaffolded and individualized curriculum for students that are struggling.

 

 

CommentsComments

  • Jaikiran K.P.
    Jaikiran K.P. 18/07/2010 18:38

    It's really interesting to read about your efforts at improving the critical thinking skills of students. Reading and comprehension are indeed at the core of all intellectual pursuits. People comprehend same situations differently and the soft knowledge that goes with this has to be undertood properly.

     

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About this blog

Soft Knowledge is new terrain for educators. Instinctively as teachers we know how to assess most of our students after working with them for a period of time, but there seems to be limited formal assessments that give scientifically proven data to measure soft knowledge. I am a reading specialist. To my understanding, it is my job to bring students’ soft knowledge (or prior knowledge) to the reading process in order to help them achieve deep and meaningful comprehension during a reading. I wrote a blog about how “Reading is the core of all intellectual pursuits. It is the compilation of all critical thoughts and logical cognitive processes.” See (http://teachingcafe.ning.com/profiles/blogs/reading-skills-critical). It is my job to continually provoke students to bring their background knowledge to the reading process in order to assist in the critical thinking process. It is a process that many of us do automatically, but students who have difficulty in the area of critical thinking during the reading process, this step must be taught explicitly. (predicting, visualizing, responding, questioning,) Therefore, can I propose as educators in content areas of curriculum, learning how to measure soft knowledge could be an important step in finding students’ knowledge base lines and thus we can truly teach a scaffolded and individualized curriculum for students that are struggling.

About the author

Professor V.
Professor V.
  • Member since: 13/07/2010
  • Posts written: 1
  • Received comments: 1
  • Comments written: 1
  • Latest post: 18/07/2010

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    Soft knowledge bank
    Soft foot prints of the professional world

  • Your host is

    Jaikiran K.P.

  • Created on

    10/07/2010

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