DLT and SLT are very similar while they are still different. I feel that you when teaching, you need to start with a concrete form of DLT from there you move to abstract DLT. You continue to move from concrete to abstract to make sure your students are fully understanding and grasping the concepts you are teaching them. There is a gap from concrete to abstract and that’s where SLT comes into play. SLT is the social interaction you have with your students. It bridges the gap so that the more knowledgeable peer can help how the context is worded.
The more knowledgeable peer is a peer (or teacher) that has the knowledge and tries to help others out. Using SLT focuses on other people who you are teaching. An example is once a teacher asks a question, they go straight into group conversation. It’s SLT because the students are interacting with each other and being social and the more knowledgeable peer could help if a student in the group is not grasping the concepts the way they should be and can re-explain the situation.
Most of what you say seems right on. However, some of your language is confusing. When you say, "start with a concrete form of DLT", it seems like you think DLT comes in two flavors: concrete and abstract. However, the theory is what proposes the differences between abstract and concrete REPRESENTATIONS of ideas.
ReplyDeleteI really like how you described how DLT and SLT work together. We have learned that starting with a concrete idea is best and then of course moving to more abstract ideas. Your post made me consider other ways how they might work together, and I am looking forward to what Professor Kruse has us discuss tomorrow. I’m sure he will give us lots of questions to think about and hopefully all of us won’t become confused.
ReplyDeleteI agree with the way you explained how the theories work together, but am unsure of the two types of DLT you have listed. I did enjoy the examples Professor Kruse gave in class when referring to the more knowledgeable peer. When you think of it, if you have students using SLT in the classroom in small groups or as a class it saves time from the teacher to have to continue to explain it many times over. Many times it is hard to grasp such abstract ideas, but when he gives us day to day examples it makes it easier to understand.
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