From Debbie Stripling
We have been asked to read two blog discussions concerning various schools of thought. Specifically we have been discussing cognitivist theory and how it relates to learning. The cognitivist looks deeper into the brain and how it relates to learning than a behaviorist would. The cognitive theory looks at how learner’s process information and how they are themselves related to that process. Their emotions and their environment can play a role in how they learn but more importantly the knowledge they have already gained helps them process new information as they receive it (Driscoll,2005).
Bill Kerr (2007)and Kapp (2007) discussed learning theory and their thoughts on how it to relates to effective learning in blog posts from 2007. Kerr described the learning theories as -------isms. He does not feel any one theory is the “right” one and that each has an important part to play in the effective classroom. In my science classes I mention the idea of a unified theory that could possibly explain how all energy and matter can be explained by one unified formula. This does not exist today but it could in the future and I wonder if the same thing may happen in the future for education. We have gravity, electromagnetic radiation, and strong and weak force of the nucleus which may someday be explained simply by one form of energy. It would seem to me if we could take all the different types of educational theory, constructivism, behaviorism, connectivism, constructionism, and look at them together we might find that they are all actually part of a whole, the schema of learning. Kapp in his discussion felt that each theory had its own important use for different types of learning. I think in the end we will need to stop thinking about them as separate entities and this will come as we begin to understand more about the human brain and how we learn. We make great strides all the time in learning theory and as each new theory is added it brings about a greater understanding of the WHOLE learning process.
Debbie Stripling
I posted comments on the following blogs under the name amoalf:
Kevin Steele
marion Bush
Aimee Cothran
Sandra Johnson
References
Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson Education.
Kerr, B. (2007, January 1). _isms as filter, not blinker [Web log post]. Retrieved from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html
Kapp, K. (2007, January 2). Out and about: Discussion on educational schools of thought [Web log post]. Retrieved from http://www.kaplaneduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/
Wednesday, June 29, 2011
Friday, June 10, 2011
From Module 1: What are your beliefs about how people learn best? What is the purpose of learning theory in educational technology?
I have taught mostly seniors in high school science for 17 years and, during those years, I have experienced many different learning models. In the end, I have found that all of the new models are based on old paradigms that have stayed true but are difficult to implement in the same way. I am a big proponent of the Montessori Method but I do realize it has its drawbacks for many large public schools. The problem is that, as Siemens (2008) suggests, there is not one “right” theory. I agree with this. I remember learning about Gardner ’s (2010) multiple intelligences when I was in my education classes and thinking that this was the answer to education problems but, in practice, I realize that there is so much more to helping a student learn than just understanding how he learns best. I have come to realize, just as Siemens mentions, that it takes more than one learning theory to bring out the best in a student. We do not have control over so many factors involved in learning that it is imperative that we use the best resources we can to help students achieve their greatest potential.
In many school districts, there is a model based on Brain-compatible learning that I feel has been very helpful to students, or will be if followed as designed. I have included a link to a sample rubric of what the teacher is to try to maintain and you will see there are aspects of many different learning theories involved.
http://www.bsisonline.com/2008/Items%20posted/CogCompClassRubric%20Elemen%2092208.pdf
The first order of business in a Brain-compatible classroom is to make it more like your home. Bring in pretty plants, lamp lighting, couches etc. to make the environment more comfortable for the students ( Wilson , 2009). Behaviorists feel that the environment shapes behavior and in this case the idea is that making a student feel more comfortable will cause them to want to learn more (Robert, 2010). The environment changes their behavior based on the fact that they want to be there and the surroundings are more familiar. This is also demonstrated by the idea of immediate feedback which gives the students the operant conditioning that behaviorists feel is an integral part of the learning process. *
Keeping students actively engaged is an integral part of this new model introduced in my school district, which is a tenet of the constructivist theory (Robert, 2010). Students learn best when actually experiencing the processes they are trying to understand. The new Brain- compatible model does not leave out the cognitive theory because teachers allow students the time to reflect on the work they have done, and to find connections from previous knowledge to help them acquire new knowledge. This reflective thinking process requires adequate time and the new model tries to make sure the teacher allows the time required in the learning process.
Nothing mentioned above is new but the idea of trying to use all of these things in one classroom situation is good practice. I think that each learning-theory behaviorist, constructivist, or cognitive has aspects that are necessary in a working classroom. That is why I mentioned the Brain-compatible classroom information. It is the first model I have been asked to use in a classroom that tries to incorporate different schools of thought. Schools only work when parents, teachers, and students work together and the same thing is true with learning theories.
References
Gardner, H. (2010). Multiple Intelligences. Retrieved June 10th, 2011, from Nine intelligences: http://skyview.vansd.org/lschmidt/Projects/The%20Nine%20Types%20of%20Intelligence.htm
Robert, D. (2010). Learning Theories. Retrieved June 10th, 2011, from Paradigms: http://www.learning-theories.com/
Siemens, G. (2008, January 27). Learning and knowing in networks: Changing roles for educators and designers. Paper presented to ITFORUM. Retrieved September 13, 2010, from http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf .
Wilson, L. (2009). overview of brain based Education. Retrieved June 10th, 2011, from Brain Based Overview: http://www.uwsp.edu/education/lwilson/brain/bboverview.htm
In many school districts, there is a model based on Brain-compatible learning that I feel has been very helpful to students, or will be if followed as designed. I have included a link to a sample rubric of what the teacher is to try to maintain and you will see there are aspects of many different learning theories involved.
http://www.bsisonline.com/2008/Items%20posted/CogCompClassRubric%20Elemen%2092208.pdf
The first order of business in a Brain-compatible classroom is to make it more like your home. Bring in pretty plants, lamp lighting, couches etc. to make the environment more comfortable for the students ( Wilson , 2009). Behaviorists feel that the environment shapes behavior and in this case the idea is that making a student feel more comfortable will cause them to want to learn more (Robert, 2010). The environment changes their behavior based on the fact that they want to be there and the surroundings are more familiar. This is also demonstrated by the idea of immediate feedback which gives the students the operant conditioning that behaviorists feel is an integral part of the learning process. *
Keeping students actively engaged is an integral part of this new model introduced in my school district, which is a tenet of the constructivist theory (Robert, 2010). Students learn best when actually experiencing the processes they are trying to understand. The new Brain- compatible model does not leave out the cognitive theory because teachers allow students the time to reflect on the work they have done, and to find connections from previous knowledge to help them acquire new knowledge. This reflective thinking process requires adequate time and the new model tries to make sure the teacher allows the time required in the learning process.
Nothing mentioned above is new but the idea of trying to use all of these things in one classroom situation is good practice. I think that each learning-theory behaviorist, constructivist, or cognitive has aspects that are necessary in a working classroom. That is why I mentioned the Brain-compatible classroom information. It is the first model I have been asked to use in a classroom that tries to incorporate different schools of thought. Schools only work when parents, teachers, and students work together and the same thing is true with learning theories.
References
Gardner, H. (2010). Multiple Intelligences. Retrieved June 10th, 2011, from Nine intelligences: http://skyview.vansd.org/lschmidt/Projects/The%20Nine%20Types%20of%20Intelligence.htm
Robert, D. (2010). Learning Theories. Retrieved June 10th, 2011, from Paradigms: http://www.learning-theories.com/
Siemens, G. (2008, January 27). Learning and knowing in networks: Changing roles for educators and designers. Paper presented to ITFORUM. Retrieved September 13, 2010, from http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf .
Wilson, L. (2009). overview of brain based Education. Retrieved June 10th, 2011, from Brain Based Overview: http://www.uwsp.edu/education/lwilson/brain/bboverview.htm
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