Module 4
Chapter 9 really broke down the cognitive processes when it comes to learning and the aspect that stuck out to me the most is learning strategies. I always viewed learning strategies as a thing like an instructional tool for instance, but the book describes it as "a special kind of procedural knowledge - knowing how to approach learning tasks" (344). The definition does not say which ways to approach the learning tasks but more so how to approach them. To explain a little bit better of what I mean, I will use an example. I thought of learning strategies as a KWL chart for instance, but from what I gathered from the text, a learning strategy is more so "organizing and remembering"; not a specific strategy. I actually enjoy thinking about it the way the text outlines it better because the text makes learning strategies more broad for me. I have more in my toolbox if I just take the umbrella of "Organizing and remembering".
Constructivism is a large part of education in my eyes. As Woolfolk defines it, "a view that emphasizes the active role of the learner" (382). I think if this were defined to the world out of the blue, most people would agree. It gets dicey when the different types of constructivism come about, but when this is brought up in the text the line that stands out to me is in the discussion of teachers and how this can be tricky for them. "All perceptions and beliefs are not equal" (384). I think I believe this but when I read that, I imagined explaining that to a student and I hit a wall. How could that be? How can that be explained? With the different philosophies and theories that come about from the past, I wish there could just be a blender of it all. As the book outlines Piaget or Vygotsky and the different types of constructivism I just want to pick and choose a little bit of all of it to make my own. I guess that is what will be possible when I have my own classroom, but the way that it is all outlined in Chapter 10 comes across to me that it is either this or that. When I look back, I feel as if college was filled with situated learning, social negotiation, and scaffolding. When I read these 3 terms I thought to myself, that was college. This must be the case because I was thrown into a school with an extremely more diverse population than my high school along with being in the middle of a highly populated city, which people from all over the world come to visit. I really enjoyed Table 10.2 on pg 389 which dissects the learning that occurred in the traditional classrooms versus other ways to experience deep learning. This table made me think about how I want my classroom and the learning environment I want my students to experience.
Chapter 11 discusses probably the most interesting conversation in this book for me thus far. The idea of motivation when it comes to learning is something that is different from anyone and truly I cannot wrap my brain around. Self-efficacy and self-regulation is something I connected to in terms of the flipped classroom that is brought up in Chapter 10. If students have low levels in one or both of these categories how can flipped classrooms be beneficial? What would motivate them to "learn" at home in order to do what would be their "homework" in class? I'm not sure if I'm buying that strategy and the effectiveness of it.
Constructivism is a large part of education in my eyes. As Woolfolk defines it, "a view that emphasizes the active role of the learner" (382). I think if this were defined to the world out of the blue, most people would agree. It gets dicey when the different types of constructivism come about, but when this is brought up in the text the line that stands out to me is in the discussion of teachers and how this can be tricky for them. "All perceptions and beliefs are not equal" (384). I think I believe this but when I read that, I imagined explaining that to a student and I hit a wall. How could that be? How can that be explained? With the different philosophies and theories that come about from the past, I wish there could just be a blender of it all. As the book outlines Piaget or Vygotsky and the different types of constructivism I just want to pick and choose a little bit of all of it to make my own. I guess that is what will be possible when I have my own classroom, but the way that it is all outlined in Chapter 10 comes across to me that it is either this or that. When I look back, I feel as if college was filled with situated learning, social negotiation, and scaffolding. When I read these 3 terms I thought to myself, that was college. This must be the case because I was thrown into a school with an extremely more diverse population than my high school along with being in the middle of a highly populated city, which people from all over the world come to visit. I really enjoyed Table 10.2 on pg 389 which dissects the learning that occurred in the traditional classrooms versus other ways to experience deep learning. This table made me think about how I want my classroom and the learning environment I want my students to experience.
Chapter 11 discusses probably the most interesting conversation in this book for me thus far. The idea of motivation when it comes to learning is something that is different from anyone and truly I cannot wrap my brain around. Self-efficacy and self-regulation is something I connected to in terms of the flipped classroom that is brought up in Chapter 10. If students have low levels in one or both of these categories how can flipped classrooms be beneficial? What would motivate them to "learn" at home in order to do what would be their "homework" in class? I'm not sure if I'm buying that strategy and the effectiveness of it.
Taylor: I had some of the same thoughts you had during the reading of these chapters. Some ideas I could connect with, while others, I could not. This book has really gone in-depth with various topics and concepts, but sometimes I am left with questions too. I am glad the book allows me to think about my own teaching strategies and how I want to manage my own classroom one day.
ReplyDeleteWhen it came to Chapter 11 and the idea that students should take more ownership of their learning and that if they are motivated to learn, they will become better students. On one level I can agree with that theory and I think that it makes sense that students would be better learners if they are more interested in what they were learning. I also think that if the teacher makes the learning interesting and fun, they the students will be motivated to learn from the teacher. I understand that not everything will be fun and interesting. I think that if learning was more "hands-on" and engaging, then students can connect with the material and with personal experiences more easily.
I thought about your question about "What would motivate students to "learn" at home in order to do what would be their "homework" in class. I struggle with this idea for my own kids' sake. I want them to learn outside of class and not just inside of it. I see how my niece and nephews are learning being homeschooled. On one level I am not sure they are learning the same things that my children are learning. I worry that they are not academically challenged as my children. But when I interact with them and ask them questions, they are very bright and enjoy learning things hands-on and through materials prepared for them by educators via the internet. They interact with other students and can learn to work together and individually. I do not know if this should be done long-term, but short term learning in this environment can be beneficial if given the right factors.