My Meta-cognitive Process
As I read this information on sense making I realized how difficult it was to digest. I had to reread parts of it and take notes as I read. I focused on what made the most sense to me and how it applied to my students in the classroom. If I were to teach this to high school students I would utilize a visual approach such as a video presentation of the topic, team discussions and chunk the information in to smaller segments. The part of sense making that I reflected on which made the most sense to me was the GAP triangle situation. As an individual moves through a situation they experience each moment as a sense making moment. Students use the methodological approach all the time and try to make sense of their experiences in a variety of ways. I agree with what I read that there is a guiding frame to sense making. There is a method of guiding questions and communicating behaviors. This framework is evident in every situation including how we teach our students and how they make sense of what we teach. What Dervin is Saying Dervin states that sense making assumes that there is something systematic about individual behavior, tactics, repetitions of past behaviors, gap-defining and gap bridging. Sense making gives ideas as a theoretical assumption and as a guiding frame for methods of framing questions. She states that communicating behaviors are the link between individuals and structures, institutions and cultures.
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