Zull’s chapter 11 deals with he idea of what he calls, “active testing” which, if I understand correctly, is the final step in the learning process. Once we “get knowledge,” that is, we are told something that we take to be true for whatever reason; we then test that knowledge in the concrete world, whether it be through active discussion of the topic and concepts, comparing the information to pre-existing content via the internet or literature, reinterpreting the knowledge into our own words (taking notes), or simply defending our learning of the content. Zull explains that active testing is “always a clarifying process,” meaning that the more we challenge and/or express the knowledge we have, the more clear it becomes to us. He compares our pre-tested knowledge to a scientific theory, which once actively tested—i.e. put into words or made concrete—can either become truth or must be changed.

This portion of Zull’s text seems to be verging on the philosophical, which I don’t mind. I like this idea of active testing, of making knowledge concrete. I like how simple it seems, that by engaging in discussion of a concept or piece of knowledge, we in essence test it to see if it is true and that the action of testing facilitates learning. It clarifies the process of learning.

It also of course reminds me of the classroom in general. In all classrooms general discussion is a huge part of any lesson. A large part of my lessons involved helping students to visualize what we were learning. Many times I would have to explain a concept or piece of content from the lesson in several different ways in order for the entire class to fully grasp it. Google images were utilized more than a few times. I often attempt to relate lessons to my students’ real world experiences. By doing so, a teacher may be able to make connections between the lesson and the real world and therefore make the “theory” untested knowledge concrete in the students’ minds.