I found the research on the differences between experts and novices very interesting. As I read, the marginal notes I made were simply names of people I was reminded of. For example, the opening sentence says experts “are able to think effectively about problems” in the area of their expertise. This reminded me of Stephen Goodwin here at GMU. Others of you may have had a class with him, and I was amazed (and jealous) by his skill in identifying problems with my writing. Things I never saw jumped out at him as if they were in neon lights. That experts understand problems in terms of “big ideas” whereas novices mechanically work formulas reminded me of my son, who learned over Christmas break how to solve the Rubik’s cube by finding the solution on the internet and practicing the algorithms until he could do them without looking at his cheat sheet. These two examples lead me to wonder how one moves from novice to expert.Though expertise is much more than the memorization of a set of facts, certainly the fundamentals lay a necessary foundation for any area of expertise. As a teacher of reading and writing, I have mastered the basics, so how do I move to the next level? Is the big difference between Goodwin and me simply years of experience? Given enough time, would my son eventually master the 4-square Rubik’s cube in terms of “big ideas” on the workings of the puzzle? The chapter ends by asserting that, ultimately, students must learn to teach themselves. I am thinking it takes a certain level of expertise to recognize when one is at that level.

Another related question is how I can be the guide my students need to move them from manipulation of formulas to understanding big ideas. I do not want to teach them that to write well, they must memorize a set of facts such as punctuation rules and sentence structures. But I do not want them to miss out on learning the fundamentals. Since I am a novice writer myself, my ability to guide them is limited. I can, however, point them to the big ideas I have learned regarding voice, passion, purpose, and audience. I am compelled by my commitment to my students to acquire more expertise both in pedagogy and my discipline.

The concluding paragraphs pointed out a couple cautions regarding the application of this study. As I read the importance of the interaction of the six principle differences explained in the chapter, I smiled in amusement. The experts on this subject noticed problems I never would have thought of.