(http://teachertomsblog.blogspot.com/2012/08/a-thought-process-made-transparent.html)
I think teachers get so caught up in the material that they neglect to consider how their students learn. For example, an English Literature teacher could focus on just putting literature into their students hands without teaching them how to go beyond reading and think critically about what they are reading. This scenario could be applied to any discipline as most teachers are passionate about their subject. Chapter 2 of the textbook describes three main levels of content learning with practical examples of how to help the students go beyond. The three levels of knowledge are:1. Declarative Knowledge: information that helps students identify things and events (i.e. word definitions or facts, such as state capitals). This level is where most teachers focus, however, it is not to be taken lightly because it is the foundation for all other types of knowledge.
2. Structural Knowledge: understanding how parts of declarative knowledge fit together (i.e. a key is needed to open a lock or that evaporation is related to liquids). For example, a teacher could use concept mapping software (like Inspiration) to group nouns or democratic governments throughout the world.
3. Procedural Knowledge: action or knowledge of how to do something (i.e. how to make a pulley or how to use a computer system). For example, a teacher could assign an essay, project or presentation for students to complete with technology. Knowledge is to know and understand what to do with it --procedural knowledge helps students understand how to use the declarative and structural knowledge.
For further discovery, click this link: Procedural knowledge --example of how one teacher created an activity to have students make a pulley.
Textbook: Supporting Learning with Technology by Joy Egbert (pp. 39-40)
Pearson Education, Inc. 2009
