My Computer is about to die any second now and because I forgot my cord at school, I need to write this fast. What is learning and how can learning be best effectuated by a teacher? Well, my answers seemed to have changed every week. I can't believe how my perspective has evolved over the last few months. One thing that I appreciate is how educators have tried to make learning more applicable for students. I remember hearing from my sixth grade teacher over and over about how we needed to learn new skills so that we wouldn't be replaced by future robots. But these comments only scared me to death. They really didn't help. I wish that teachers would have said "Look! This is what you are learning. This is why you need to learn it. And this is why it is going to be helpful in the future." Now, I'm sure that many teachers did this and I was just zoning out. I think that learning is not real learning until the student becomes more consciously aware of why he or she is learning the specific skill. This lifts the consciousness of the student to a higher level. I know, I know. I have said this over and over again. But I really do mean it. The teacher can help lift the consciousness or awareness of the student by beginning each lesson plan with an explanation of how the new skill will help enrich the future of the students. In our school we call them "walk-aways" or "take homes." Even if the teacher says, "when your mother or dad asks you what you learned today over dinner, you will be able to say....." I think that by presenting each lesson plan with this type of statement, the student will have a better chance of remembering the information. It will also catch their attention and give them focus as they listen to the teacher present the new information or skill. This is what I think learning is, ultimately. And this is how it can best be effectuated. I am just sorry that it's taken me this long to really get it. And even now, I know that there is so much to add to this. Well, it's been one great semester. Thanks for being patient in reading all of my blogs... It's really just a great chance for me to think aloud. Happy holidays everyone. Till next semester.
Derek
Wednesday, December 2, 2009
Monday, November 23, 2009
Social Constructivist Theory
What is Learning and how can it best be effectuated by a teacher or instructor?
Well, even though I find the zone of proximal development one of my favorite theories, I still think it is difficult to explain. My understanding of learning in terms of Proximal development is that students are always at different stages in their learning development. Just because students are often the same age when they are in the same class does not mean that they are all at similar stages in their understanding. The zone of Proximal development is a specific zone in which the new learning skill is not too easy for them, yet difficult enough that it holds their attention. If it is too easy for the student, interest will be lost. So, as a teacher, it is important for me to know where my students are in their learning development. This way I can prepare learning activities that are going to appropriately stretch them. By doing this, learning can take place.
What can I do as an instructor? I need to keep up on the latest educational research and try to get into the minds of my students. Today I used one of the most silliest, even ridiculous visual to teach the difference between common and proper nouns and their usage. It worked, though, because I have 7th graders in my English class. They all bought into it even though they knew it was silly. If I tried to do the same thing with my eighth or ninth graders, it would have bombed, completely bombed. But I used in in my 7th grade class and it worked. So, it is always important for me to find or create new activities that are appropriate for my students learning and growth.
Well, even though I find the zone of proximal development one of my favorite theories, I still think it is difficult to explain. My understanding of learning in terms of Proximal development is that students are always at different stages in their learning development. Just because students are often the same age when they are in the same class does not mean that they are all at similar stages in their understanding. The zone of Proximal development is a specific zone in which the new learning skill is not too easy for them, yet difficult enough that it holds their attention. If it is too easy for the student, interest will be lost. So, as a teacher, it is important for me to know where my students are in their learning development. This way I can prepare learning activities that are going to appropriately stretch them. By doing this, learning can take place.
What can I do as an instructor? I need to keep up on the latest educational research and try to get into the minds of my students. Today I used one of the most silliest, even ridiculous visual to teach the difference between common and proper nouns and their usage. It worked, though, because I have 7th graders in my English class. They all bought into it even though they knew it was silly. If I tried to do the same thing with my eighth or ninth graders, it would have bombed, completely bombed. But I used in in my 7th grade class and it worked. So, it is always important for me to find or create new activities that are appropriate for my students learning and growth.
Wednesday, November 18, 2009
Bruner's theory
What is learning and how can it best be effectuated by an educator or instructor?
I think this is another one of my favorite theories because it makes sense. The idea really validates the role of the learner because it provides the teacher with a chance to step back and see where the learner is coming from. What an important thing to do... to step back as a teacher and reflect on where the learner is in his or her development. This completely validates the learner and puts a lot of responsibility on the role of the teacher. This is a good thing. I do believe that the learner is capable of learning a life skill at any level as long as the teacher takes the time to teach it effectively. I remember thinking Shakespeare's plays were something I never wanted to read before reaching the 9th grade. But then I had these amazing teachers that helped make the material so fascinating for my young mind. My 9th grade teacher set the background to Romeo and Juliet in such a manner that I was intrigued by the long-standing feud between the Capulets and the Montegues. The manner in which she set the story up was so helpful. When I reached 11th grade, I remember Mrs. Brown making an allusion to Macbeth about how disturbed he was after coming out from slaying his cousin and being disturbed by the blood on his hands. I remember to this day her saying, "It's like Macbeth coming out after killing his cousin, Duncan, you know, when there is blood on his hands and he's saying 'what is this on my hands...'" Anyhow, the way she described it and acted out that allusion made me think... "NO! I don't know that scene, but man does it sound cool. I want to see it." In fact, it reminded my of Ducktales when I was younger. Disney's Ducktales episodes were always alluding to the classics and I remembered one of the characters being call Macduck with the three witches. Remembering that when Mrs. Brown made that allusion made me want to read Macbeth and find out more about it. I soon got the chance and found the play to be one of the wickedest, yet intriguing stories ever written. In fact, when I got to college, I studied Shakespeare's Macbeth with such a passion that one night, after gathering and organizing all my notes, I stayed up all night till 7 AM in the morning writing a 24-page paper about the witchcraft and the themes Shakespeare was trying to teach through the characters of Macbeth and his wife.
Anyhow, I think that serendipitous moment, where Mrs. Brown made that allusion... well, I know that had a huge influence on who I am now. When teachers make allusions to grander themes or stories, it's like bread crumbs dropping off the table... well, that is probably the silliest metaphor I have ever used... but even so, this can really get a student engaged and want to learn more about what it is the teacher knows. I appreciate all the teachers I had that did this for me. I hope I can do the same for my students.
I think this is another one of my favorite theories because it makes sense. The idea really validates the role of the learner because it provides the teacher with a chance to step back and see where the learner is coming from. What an important thing to do... to step back as a teacher and reflect on where the learner is in his or her development. This completely validates the learner and puts a lot of responsibility on the role of the teacher. This is a good thing. I do believe that the learner is capable of learning a life skill at any level as long as the teacher takes the time to teach it effectively. I remember thinking Shakespeare's plays were something I never wanted to read before reaching the 9th grade. But then I had these amazing teachers that helped make the material so fascinating for my young mind. My 9th grade teacher set the background to Romeo and Juliet in such a manner that I was intrigued by the long-standing feud between the Capulets and the Montegues. The manner in which she set the story up was so helpful. When I reached 11th grade, I remember Mrs. Brown making an allusion to Macbeth about how disturbed he was after coming out from slaying his cousin and being disturbed by the blood on his hands. I remember to this day her saying, "It's like Macbeth coming out after killing his cousin, Duncan, you know, when there is blood on his hands and he's saying 'what is this on my hands...'" Anyhow, the way she described it and acted out that allusion made me think... "NO! I don't know that scene, but man does it sound cool. I want to see it." In fact, it reminded my of Ducktales when I was younger. Disney's Ducktales episodes were always alluding to the classics and I remembered one of the characters being call Macduck with the three witches. Remembering that when Mrs. Brown made that allusion made me want to read Macbeth and find out more about it. I soon got the chance and found the play to be one of the wickedest, yet intriguing stories ever written. In fact, when I got to college, I studied Shakespeare's Macbeth with such a passion that one night, after gathering and organizing all my notes, I stayed up all night till 7 AM in the morning writing a 24-page paper about the witchcraft and the themes Shakespeare was trying to teach through the characters of Macbeth and his wife.
Anyhow, I think that serendipitous moment, where Mrs. Brown made that allusion... well, I know that had a huge influence on who I am now. When teachers make allusions to grander themes or stories, it's like bread crumbs dropping off the table... well, that is probably the silliest metaphor I have ever used... but even so, this can really get a student engaged and want to learn more about what it is the teacher knows. I appreciate all the teachers I had that did this for me. I hope I can do the same for my students.
Wednesday, November 11, 2009
Situated Cognitive Lesson Plans
What is Learning and how is learning best effectuated by a teacher or instructor?
This weeks lesson had to be one of my favorites so far. I am a huge proponent of giving students a chance to get their hands dirty. I think you know what I mean when I say that. The typical classroom set up is not conducive for many students. I know many people that don't function well in the system... and when I say "system" I don't mean to be negative. I think the public education system really tries to do what they can with the resources it has. This can prove very difficult, especially in the state of Utah where the average family size is larger than most other states. I have seen teacher work very hard to give students the chance to apply knowledge in real practical situations. I believe that this is where real learning takes place. Teachers can not merely deliver lectures where information is given as if each piece of info is an island. Learning requires the chance to apply principles in a manner that allows students to get involved and see the application in a cultural setting. This is what learning truly is.
At UVU, a college professor from the department of education, showed a video that portrayed the entire American history of education since the founding. It was fascinating to see how the pendulum kept swinging back and forth. Of course new discoveries were always being made. But my favorite part was the approach education took back in the early 1900s. Educators decided that they would take the approach of a more practical application. Schools were designed so that kids from all ages could not only be instructed but could also learn a vocation. Students rotated throughout classrooms and buildings and learned practical skills with hands on training. Now I can see how this was very controversial. Many thought that this system was pushing kids into specific routes. Some of my classmates brought up the issues of socialism after viewing this part of the film. I agree that kids and students shouldn't be pushed in a certain direction. Everyone deserves the chance to study what he or she wants. But I do think that what these schools offered was a chance for students to have a more hands-on experience, which is what I think is real learning. I also think that it gave the students a chance to see what they were good at at an early age. Everyone has different skills and though there should be standards that are met, I think it's alright for kids to focus on what they enjoy and what they are good at. I say this personally because I don't know if I learned about my skills and talents until I was older. I was so busy taking the classes that I was supposed to take. The kids in my neighborhood were all expected to take the honors classes, the AP classes so that they could get into prestigous universities. Well, I'm certainly glad I took the hard classes. It definitely helped me get to the career I really enjoy most -teaching. But looking back, there is still something that just bothers me about the expectations. I can't put my finger on it exactly... Maybe it's because so much time was spent on learning that some necessary focus was taken away from looking inward and seeing what it was we wanted to study instead of what we were supposed to study. I don't know for sure if this is what happened. I was only able to see and perceive things from my point of view... and that often isn't what is really happening. Still, this blog gave me something to think about in terms of teaching my own students and kids.
This weeks lesson had to be one of my favorites so far. I am a huge proponent of giving students a chance to get their hands dirty. I think you know what I mean when I say that. The typical classroom set up is not conducive for many students. I know many people that don't function well in the system... and when I say "system" I don't mean to be negative. I think the public education system really tries to do what they can with the resources it has. This can prove very difficult, especially in the state of Utah where the average family size is larger than most other states. I have seen teacher work very hard to give students the chance to apply knowledge in real practical situations. I believe that this is where real learning takes place. Teachers can not merely deliver lectures where information is given as if each piece of info is an island. Learning requires the chance to apply principles in a manner that allows students to get involved and see the application in a cultural setting. This is what learning truly is.
At UVU, a college professor from the department of education, showed a video that portrayed the entire American history of education since the founding. It was fascinating to see how the pendulum kept swinging back and forth. Of course new discoveries were always being made. But my favorite part was the approach education took back in the early 1900s. Educators decided that they would take the approach of a more practical application. Schools were designed so that kids from all ages could not only be instructed but could also learn a vocation. Students rotated throughout classrooms and buildings and learned practical skills with hands on training. Now I can see how this was very controversial. Many thought that this system was pushing kids into specific routes. Some of my classmates brought up the issues of socialism after viewing this part of the film. I agree that kids and students shouldn't be pushed in a certain direction. Everyone deserves the chance to study what he or she wants. But I do think that what these schools offered was a chance for students to have a more hands-on experience, which is what I think is real learning. I also think that it gave the students a chance to see what they were good at at an early age. Everyone has different skills and though there should be standards that are met, I think it's alright for kids to focus on what they enjoy and what they are good at. I say this personally because I don't know if I learned about my skills and talents until I was older. I was so busy taking the classes that I was supposed to take. The kids in my neighborhood were all expected to take the honors classes, the AP classes so that they could get into prestigous universities. Well, I'm certainly glad I took the hard classes. It definitely helped me get to the career I really enjoy most -teaching. But looking back, there is still something that just bothers me about the expectations. I can't put my finger on it exactly... Maybe it's because so much time was spent on learning that some necessary focus was taken away from looking inward and seeing what it was we wanted to study instead of what we were supposed to study. I don't know for sure if this is what happened. I was only able to see and perceive things from my point of view... and that often isn't what is really happening. Still, this blog gave me something to think about in terms of teaching my own students and kids.
Wednesday, November 4, 2009
Case-Based learing
What is learning and how can learning best be effectuated by educators and instructors?
I think that many of us learners understand new skills and perspectives when we can learn from experiences. I learned best from the teachers that took the time to illustrate principles with stories. I don't know if it is an intellectual process or more of an emotional process, but when an instructor takes the time to illustrate a principle by sharing a personal experience, I can store that information a lot more effectively. Not only that, but I can retrieve it better as well. I remember taking a Holocaust Literature course in college at BYU. The professor taught us all the facts and numbers about those that suffered and died in the Holocaust. But it wasn't until I read narratives, even fictional stories during the second part of the course that I began to catch a glimpse of what happened and how these people were effected physically, mentally, and emotionally. I remember half way through the class, after we read poetry and watched documentaries about what happened. We were supposed to read these fictional stories about the Holocaust and I was offended at the idea. I remember thinking, why would I want to read a fictional, made up story about a horrible experience. Won't this only serve to discredit what happened to real people? Well, I was wrong. I read a story called infinity about three men trying to sleep as woman were being forced into the showers. The Jewish woman were singing and the guards were angry. One of the three men trying to sleep responded to the singing by saying: "I hate it when the woman sing. This only agitates the guards more so that they end up whipping me in the morning. Why won't they stop! Please stop!" A second man on the right responded by saying, "How can you say that! Aren't you inspired by them? Don't you wish you could do what they are doing? They are going to die and yet they are singing to their god! I only wish I had the courage to do such a thing. As the two argued back and forth about the singing, the man in the middle of the two listens and begins to watch the snow falling through the window. The man in the middle falls into the place between wakefullness and sleep which is the metaphor for infinity. After a while, he wakes up and not only has the singing stopped, but the snowflakes have been replaced by ashes falling from the sky from the stoves. Only at the end of the story do you realize that there weren't three men. Their was just one guy agonizing about his cowardness and the desire to be brave. The whole argument took place in his mind. After I read this, I was stunned, and I felt for the first time a tiny bit of what it must have been like to experience it emotionally. Not really, because to really understand would be impossible. But what a learning experience.
I think that teachers need to walk a fine line if they want to use stories to teach their students. It is easy to become the teacher that simply relies on story telling to keep the students' attention. Students know how to get a teacher off track through stories and sometimes they will use this to their advantage. Though this is my opinion, I think it is a responsiblity I have to use stories effectively and not get off on random tangents. Well, those are my thoughts for the week.
I think that many of us learners understand new skills and perspectives when we can learn from experiences. I learned best from the teachers that took the time to illustrate principles with stories. I don't know if it is an intellectual process or more of an emotional process, but when an instructor takes the time to illustrate a principle by sharing a personal experience, I can store that information a lot more effectively. Not only that, but I can retrieve it better as well. I remember taking a Holocaust Literature course in college at BYU. The professor taught us all the facts and numbers about those that suffered and died in the Holocaust. But it wasn't until I read narratives, even fictional stories during the second part of the course that I began to catch a glimpse of what happened and how these people were effected physically, mentally, and emotionally. I remember half way through the class, after we read poetry and watched documentaries about what happened. We were supposed to read these fictional stories about the Holocaust and I was offended at the idea. I remember thinking, why would I want to read a fictional, made up story about a horrible experience. Won't this only serve to discredit what happened to real people? Well, I was wrong. I read a story called infinity about three men trying to sleep as woman were being forced into the showers. The Jewish woman were singing and the guards were angry. One of the three men trying to sleep responded to the singing by saying: "I hate it when the woman sing. This only agitates the guards more so that they end up whipping me in the morning. Why won't they stop! Please stop!" A second man on the right responded by saying, "How can you say that! Aren't you inspired by them? Don't you wish you could do what they are doing? They are going to die and yet they are singing to their god! I only wish I had the courage to do such a thing. As the two argued back and forth about the singing, the man in the middle of the two listens and begins to watch the snow falling through the window. The man in the middle falls into the place between wakefullness and sleep which is the metaphor for infinity. After a while, he wakes up and not only has the singing stopped, but the snowflakes have been replaced by ashes falling from the sky from the stoves. Only at the end of the story do you realize that there weren't three men. Their was just one guy agonizing about his cowardness and the desire to be brave. The whole argument took place in his mind. After I read this, I was stunned, and I felt for the first time a tiny bit of what it must have been like to experience it emotionally. Not really, because to really understand would be impossible. But what a learning experience.
I think that teachers need to walk a fine line if they want to use stories to teach their students. It is easy to become the teacher that simply relies on story telling to keep the students' attention. Students know how to get a teacher off track through stories and sometimes they will use this to their advantage. Though this is my opinion, I think it is a responsiblity I have to use stories effectively and not get off on random tangents. Well, those are my thoughts for the week.
Wednesday, October 21, 2009
Motivational Learning
What is learning?
Well, this reading was really interesting. It reminded me of when my sister, Desire'e, was in the 5th grade. She was always competing with this other girl named Erica. The two were mortal enemies, seriously. At the end of the year, when it was time for state core testing, Desire'e wanted to prove that she could finish her testing faster than Erica could and the two of them just raced through their tests, filling in the bubbles. The teacher didn't know what was going on, but saw the scores and just rebuked my sister for her score. When Desire'e told us what had happened, I remember thinking two things. One, why would she do such a thing. Didn't she want to do well on the state core? Could she really care so little about not doing well? How could competition go that far? And two, couldn't the teacher take the time to figure out what was going on and then talk to my sister and help her realize that the test was more than just a competition.
Well, after reading this article, it really makes a lot of sense. All of us are coming from such different places and so attitudes and approaches towards learning vary so much among students. The more I teach, the more I realize that personal issues and schemas really can help or inhibit the learning process.
How can learning be best effectuated by a teacher or educator?
First off, I think that I as a teacher need to realize that issues and perspectives are completely different. For some students, it is about the mastering of the skill. For others, it's about doing well socially. All of us have different needs. Today I watched a student get chewed out for a misunderstanding. The student didn't hear what another teacher was saying and when he didn't answer soon enough, the teacher took him out and well... Several of the students said, "Mr. Brooks, he couldn't hear what was being asked by the other teacher. We know because we didn't understand either. Now maybe they were trying to pull one over me, but the students have been honest and sincere up to this point. When I later asked the student exactly what had happened, he was honest enough to say that yes, he had stirred up trouble (which is what the other students had said) but when the teacher spoke to him and wanted an answer and he didn't respond, he said that he didn't hear what the teacher had said. The kid did acknowledge the behavior that he needed to change, but he also was trying to convey that there was a misunderstanding. And I know, from personal experience, that I have misperceived a situation and had assumed a student was doing something when he really wasn't. I think that the more aware I can be, the more present I can be as a teacher, and the more skills I can develop in developing and designing motivating lesson plans, the more I can help students accross the board. (Well, that was a lot of pscychological mumbo-jumbo! But, that's where I'm at right now.)
Well, this reading was really interesting. It reminded me of when my sister, Desire'e, was in the 5th grade. She was always competing with this other girl named Erica. The two were mortal enemies, seriously. At the end of the year, when it was time for state core testing, Desire'e wanted to prove that she could finish her testing faster than Erica could and the two of them just raced through their tests, filling in the bubbles. The teacher didn't know what was going on, but saw the scores and just rebuked my sister for her score. When Desire'e told us what had happened, I remember thinking two things. One, why would she do such a thing. Didn't she want to do well on the state core? Could she really care so little about not doing well? How could competition go that far? And two, couldn't the teacher take the time to figure out what was going on and then talk to my sister and help her realize that the test was more than just a competition.
Well, after reading this article, it really makes a lot of sense. All of us are coming from such different places and so attitudes and approaches towards learning vary so much among students. The more I teach, the more I realize that personal issues and schemas really can help or inhibit the learning process.
How can learning be best effectuated by a teacher or educator?
First off, I think that I as a teacher need to realize that issues and perspectives are completely different. For some students, it is about the mastering of the skill. For others, it's about doing well socially. All of us have different needs. Today I watched a student get chewed out for a misunderstanding. The student didn't hear what another teacher was saying and when he didn't answer soon enough, the teacher took him out and well... Several of the students said, "Mr. Brooks, he couldn't hear what was being asked by the other teacher. We know because we didn't understand either. Now maybe they were trying to pull one over me, but the students have been honest and sincere up to this point. When I later asked the student exactly what had happened, he was honest enough to say that yes, he had stirred up trouble (which is what the other students had said) but when the teacher spoke to him and wanted an answer and he didn't respond, he said that he didn't hear what the teacher had said. The kid did acknowledge the behavior that he needed to change, but he also was trying to convey that there was a misunderstanding. And I know, from personal experience, that I have misperceived a situation and had assumed a student was doing something when he really wasn't. I think that the more aware I can be, the more present I can be as a teacher, and the more skills I can develop in developing and designing motivating lesson plans, the more I can help students accross the board. (Well, that was a lot of pscychological mumbo-jumbo! But, that's where I'm at right now.)
Subscribe to:
Posts (Atom)
