Reflections on Learning

The most exciting aspect of life is embracing learning as a lifelong process.   When we address challenges more as opportunities for growth rather than real stumbling blocks and look for ways to improve and grow, we are acutely aware of just how interesting our world is.  As a result, I am never bored.

Despite my enthusiasm, I do not always learn what I need to learn when I need to learn it.  I realize that for me to learn, there are some requirements.  I need to want “it”.  I need to have the tools to get “it”.  I need to feel safe taking the risks necessary to learn while I am in pursuit of “it”.  I need to find “it” relevant and have opportunities to use “it”.  And, I need to reflect and refine “it” often.  “It”, by now you have probably guessed, refers to that which I need to learn.  This basic understanding of my own learning processes has forced me to revisit my approach to teaching and instruction.

I need to WANT it.

Learners must be motivated to learn.  Whether we are motivated by grades, a pay raise or simply learning something we are interested in, motivation is key.  Although motivation may be primarily the responsibility of the learner, there are some things the learning facilitator can do to encourage motivation.    These include but are by no means limited to the following:  relating what is to be learned to something the learner knows about and can use, use of  storytelling to make the subject relatable and interesting, posing a problem that needs to be solved, using cognitive dissonance to enable the learner to question his/her own preconceived ideas (Ormrod, Schunk, Gredler, p. 246), or allowing emotions to affect cognitive processes in what is sometimes referred to as hot cognition (p. 248).

I need to have the TOOLS to GET it.

Even when we truly desire learning, if we do not have the tools necessary to learn the skill, knowledge, attitude, etc, we will not learn.  Understanding learning theory can be quite useful in the development of tools necessary for learning.   “As one moves along the behaviorist-cognitivist-constructivist continuum, the focus of instruction shifts from teaching to learning, from the passive transfer of facts and routines to the active application of ideas to problems” (Ertmer & Newby, 1993, p.62).   Therefore the focus is not what the best theory is, but rather what is the most effective theory for this particular learner at this time (Ertmer & Newby, 1993, p. 64).

The Russian learning theorist, Lev Semenovich Vygotsky focused on the role of the social environment as a facilitator to learning.  An important concept of his is the Zone of Proximal Development (ZDP).  ZDP is defined as “the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers” (Vygotsky as quoted in Ormrod,, 2009).  If we do not have the tools to learn what we need to and want to, collaboration can facilitate the process.

Instructional strategies that work are numerous.  Some important points to remember include using metacognition when solving problems or reaching conclusions, front ending the task, enabling the connections that learners can make with existing schema and building key skills in technology and multimedia fluency so necessary in an age of information surplus. 

I need to feel safe taking the RISKS necessary to learn while I am in pursuit of it.

Learning requires the ability to take risks and to sometimes be wrong.  I taught an intelligent young woman last year who was not prepared to ever be wrong.  She struggled with the complexities more rigorous courses because of her unwillingness to extend herself.  Risks are important to learning.   

John Keller’s ARCS model of motivation touches on the need to feel confident when learning.   The learner should be confident that they can learn. 
Diane Laufenberg does a great job of describing the importance of risk-taking in her TED talk video, How to learn? From mistakes.   She reminds us of the importance of experiential learning, empowering student voice and embracing failure to learning in the 21^st century (Laufenberg, 2010).

I need to find it RELEVANT and have opportunities to USE it.

Today, students learn and demonstrate their learning most often through technology.  George Siemens’ concept of connectivism addresses the changing learning processes of our students due to the revolution in technology. Students learn differently today than they did just a few years ago due to the dramatic changes in social networking, information retrieval on line, blogs, webcast, podcasts, etc. We are learning by using a multitude of resources and through exposure to endless ideas and information. Connectivism acknowledges the complexity of learning and attempts to describe learning through the integration of technology, social networks and information (Siemens, 2004).  

I need to REFLECT and REFINE it often.

“The creation of something new is not accomplished by the intellect alone but by the play instinct.  The creative mind plays with the objects it loves” (Robinson, 2001, p. 133).   Learning never ends and reflection and refinement continue. 

References

Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50–71.

Keller, J. M. (1999). Using the ARCS motivational process in computer-based instruction and distance education. New Directions for Teaching and Learning (78).

Laufenberg, D. (2010). How to Learn? From mistakes. TED: Ideas Worth Spreading.  Retrieved from http://www.ted.com/talks/diana_laufenberg_3_ways_to_teach.html.

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.

Robinson, K. (2001), Out of Our Minds: Learning to be Creative. West Sussex, England: Capstone Publishing.

Siemens, G. Connectivism (Video). Walden University: Laureate Edition.

What do we know about learning?

In the spider-web of facts, many a truth is strangled.  ~Paul Eldridge

Of all of the definitions of learning I’ve seen recently, I’ve connected with the following one most.

“Learning is the lifelong process of transforming information and experience into knowledge, skills, behaviors, and attitudes “ (Cobb, 2009).

The complexities of learning

There are numerous definitions for learning reflecting the complex nature of the subject.  What does it mean to have learned something?  Does it mean that we can do something that we could not do before? That we understand a concept or an idea more fully?  That we can create a product, an outcome based on this learning?  Ultimately, learning is reflected in a multitude of ways.  Not only do we demonstrate what we have learned in a variety of ways, but the actual process of learning is complex as well.  We can learn by seeing, hearing, doing, interacting, collaborating, reflecting, etc.  one day, and learn a different subject in a different manner the next. 

Importance of Skills and Flexibility

Therefore, the most important thing is to be open to different ways of learning.  It is essential to have a variety of learning skills at your disposal, which can be interchanged depending on the situation.  Teaching your students learning skills such as metacognition, reflection, mind mapping, repetition, seeking and using feedback, and collaboration, for example, and allowing them to choose between their preferred repertoire of techniques gives learners the much needed flexibility that enhances the learning experience, remembering never to keep the repertoire stagnant. 

Disposition and Approach to Learning

Learning is fluid and essential to life.  All too often as adults we get stuck on a particular way of doing things.   I agree with Jacob Bronowski, the creator of the BBC series The Ascent of Man, when he said,  “It is important that students bring a certain ragamuffin, barefoot irreverence to their studies; they are not here to worship what is known, but to question it.” To exemplify the importance of play and of maintaining our childish curiosity, let me share a quote by Richard Feynmann, a Nobel physicist, as he describes how he came to win the Nobel Prize for physics:

“I decided I was only going to do things for the fun of it and only that afternoon as I was taking lunch some kid threw up a plate in the cafeteria.  There was a blue medallion on the plate, the Cornell sign.  As the plate came down it wobbled.  It seemed to me that the blue thing went round faster than the wobble and I wondered what the relationship was between the two.  I was just playing, no importance at all.  So I played around with the equations of motion of rotating things and I found out that if the wobble is small, the blue thing goes around twice as fast as the wobble.  I tried to figure out why that was, just for the fun of it, and this led me to the similar problems in the spin of an electron and that led me back into quantum electrodynamics which is the problem I’d been working on.  I continued to play with it in this relaxed fashion and it was like letting a cork out of a bottle.  Everything just poured out and in very short order I worked the things out for which I later won the Nobel Prize.” (as quoted in Robinson, pg. 134)

Importance of making Connections and Prior Knowledge

Richard Feynmann may have been just playing but it is clear that he had already acquired knowledge and skills from which he could draw on and make connections.  Most learning theories acknowledge the importance of prior knowledge and already acquired skills as the foundations for further learning.  Cognitivist theorist focus on the internal processes of the mind and the building of connections based on prior learning experiences (Learning Theories and Instruction, 2008).  Similarly, constructivists believe that learners construct their learning through the building up on prior knowledge (Learning Theories and Instruction, 2008).

Learning from learning theories

No learning theory contains the key to unlocking the mystery of how we all learn but together they have a great deal to offer those of us focused on improving learning.   For example, from behaviorists we learn the importance of repetition and feedback.  We all seem to benefit from learning new things in a variety of ways, not solely in our preferred manner and thrive on feedback and constructive commentary.  Cognitivist theorists reinforce the importance of internal processes such as reflection and metacognition in addition to the formation of schema.  Constructionists stray away from standardized tests and multiple-choice assessments and focus on outcomes and products of learning.  Social learning theorists remind us that we are essentially social beings and that learning is demonstrated and enhanced by its impact on others.  Collaboration and cooperation are at the forefront of 21^st century learning.  Connectivism deals with the dynamics of learning in the midst of the current technological revolution, using technology effectively, making connections and discerning between the endless choices of our age.  The implications of all of these are numerous and can enable the development of rich learning environments.

Using Technology to Enhance Learning

We are preparing our students for a future we ourselves do not fully understand.  Yet, it is clear that technology fluency and multimedia literacy will be at the forefront (Prensky,2010).  The new generation of digital natives will embrace learning through these mediums they are already so familiar with.  Below are some examples of how to use technology to enhance learning according to the tenants of the different learning theories. 

Learning Theories	Technology Applications
Behaviorist Theory	Use of numerous games and interactive educational sites for problem solving and critical thinking. Use of websites such as Turn It In, which facilitate input and feedback from the teacher. Testing done through computers such as MAP  (Measure of Academic Progress) where learners get immediate feedback.
Cognitive Theory	Sharpen metacognitive skills by making videos teaching other learners. Opportunities for reflection through blogs, social networks, texting. Use of games and interactive educational sites for problem solving and critical thinking. Self publishing opportunities.
Constructivist Theory	Learners can create, do and interact through the use of technology.  From brainstorming through Webspiration and other graphic organizers, to creating videos, websites, publish ideas on blogs. Learners can communicate ideas/projects with other learners from all over the world.  Community service projects can be global through technology.
Social Learning Theory	Interactions and collaboration are facilitated through the use of technology.  Social networking (facebook, twitter, myspace) and cloud technologies enable students to communicate ideas and collaborate on projects easily.  Google docs, wiki spaces, mobile learning, etc.
Connectivism	Connectivism is based on learning through the use of all technological tools.  From using basic search engines to databases like Ebsco and Questia, to YouTube and iMovie. Mobile learning, social networking sites…  The possibilities are seemingly endless.  The key is to understand how to best organize and use technology to create and understand patters and to effectively facilitate learning.

So often we get caught up in the so-called certainties about learning and learning theories.  Information is fluid and forever changing.  We can choose to apply what we learn about learning in a thoughtful way with a common sense approach. The illiterate of the technological age are not those who cannot read or write but rather those that have trouble adapting to the changing times.
 

References

Cobb, J. (2009) Mission to Learn: A Definition of Learning.  Retrieved from http://www.missiontolearn.com/2009/05/definition-of-learning/.

Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Connectivism

Omrod,J. (n.d.) Behaviorism and instruction. [Video podcast]. Retrieved from www.waldenu.edu

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.

Prensky, M. (2010). Teaching Digital Natives: Partnering for real learning.  Thousand Oaks, CA: Sage Publishing.

Robinson, K. (2001). Out of Our Minds: Learning to be creative.  West Sussex, England: Capstone Publishing.

Siemens, G. (2004). Elearnspace: everything elearning.  Connectivism: A Learning Theory for the Digital Age.  Retrieved from http://www.elearnspace.org/

Connectivism: A Learning Theory for the 21st Century?

Learning is a complex brain function and cannot be described through the lens of one sole learning theory. Behaviorism, cognitivism and constructivism tend to describe learning in ways that we can all relate to but they remain limited explanations. Connectivism acknowledges the complexity of learning and attempts to describe learning through the integration of technology, social networks and information (Siemens, 2004).

It would appear that the key to learning in today’s ever changing world is to remain open and adaptable. Change is inevitable and coming in faster than at any other time in history. No longer is it important to memorize information, everything can be accessed through the internet. However, information abundance is both a blessing and a curse. We can easily access answers to a question posed, but how do we discern between the answers we find? Collaboration and social networking is unlimited in the technological age, but how much is best to facilitate learning and result in effective outcomes? How we structure our own learning is an important factor in the learning process.


Connectivism: A Personalized Learning Structure

The web above describes some important connections I consider as I learn. A student’s disposition and desire to learn are crucial to the success of any plan of instruction. Both of these are controlled by the students, but the teacher’s actions can have an effect on them. For example, considering prior knowledge and current interests when planning instruction can have a profound effect. As a learner, once I have the interest and the desire to learn, I can begin to consider how I can best achieve my goals.

Ideas, concepts and problems can be sparked through a variety of mediums. A student’s awareness can come from a variety of sources such as news, television, readings, observations and interactions. Once I have identified an area I would like to focus on, I tend to want to learn from others. I can discuss the ideas with colleagues and friends in person, or through Skype or social networking tools such as Facebook or Twitter. I can enroll in webinars or other online training devices or search through the web, finding blogs and other sites. At this stage, I am absorbing as much information as I can find in order to fully develop the question I am trying to answer.

Then, I start to consider the resources, looking at the evidence and research. I can use books, magazines, websites through Google searches, databases such as Ebsco, JStore or Questia, listen to podcasts, etc. Through this I begin to develop a hypothesis, an ideology, an answer of sorts.

I collaborate with others to begin to refine my answer. I meet with key people, participate in focused workshops, use Google docs or wikis to facilitate communication and exchange of ideas. Learning does not end when an answer is found, as the answer can be revisited, reviewed and altered with time.

We all learn differently. Not only do our learning styles differ, but so do so many other elements crucial to learning (ie. Interests, prior knowledge, honed skills, etc.). Yet, it is precisely our differences that can be our greatest strengths. According to Feinstein and Kiner in The Brain and Strengths Based School Leadership, when we focus on our strengths, we can become great instead of “a patchwork quilt of underperforming, erratic and irregular [leaders]” (2011. P. 7). When people with different skills and talents come together, we can achieve optimum effectiveness. As a result, it is important for individuals to find their strengths, perhaps more to the point, their ‘element’ as Dr. Ken Robinson refers to ‘it’ (Robinson, 2009). The element can be described as the result of joining ones personal strengths and natural talents with what they truly love and feel passionate about. “Creativity often comes about by making unusual connections, seeing analogies, identifying relationships between ideas and processes that were previously not related” (Robinson, 2001, p. 188).

It is not enough however to discover what our passion is, or even to have someone recognize it and encourage us. We need to have the skills required to make something of this passion in the 21st Century. Although many of these skills have not yet been identified, it is clear that they will include technology and multimedia fluency (Prensky, 2010).

When we look at learning through the lens of connectivism, we realize that regardless of how we learn, technology, social networking and access to and processing of information are essential. Understanding our strengths and working with them, will enable us to be more creative and to maximize our outcomes.

Feinstein, S. G., & Kiner, R. W. (2011). The Brain and Strengths Based School Leadership. Thousand Oaks, CA: Corwin.

Prensky, M. (2010). Teaching Digital Natives: Partnering for Real Learning. Thousand Oaks, CA: Corwin.

Robinson, K. (2009). The Element: How finding Your Passion Changes Everything. New York, NY: Penguin Group.

Robinson, K. (2001). Out of Our Minds: Learning to be Creative. England: Capstone Publishing Limited.

Siemens, G. Connectivism (Video). Walden University: Laureate Edition.

Ken Robinson says schools kill creativity

Dr. Ken Robinson makes a compelling point about the total restructuring of our current educational system. This is one of the most thought provoking and entertaining videos I have seen on educational reform. It prompted me to buying and reading two of his books: The Element and Out of Our Minds. Both excellent resources and enlightening perspectives on teaching in the 21st century.

See Ken Robinson at TED Talks.

TED. (2006 June). Ken Robinson says schools kill creativity. Retrieved from http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.html

Brain Research to Improve Learning

Declining Creativity and Our Brains

Newsweek, “The Creativity Crisis” by Bronson and Merryman
July 10, 2010
http://www.newsweek.com/2010/07/10/the-creativity-crisis.html


Is our focus on a standards-based education having a negative effect on our students’ ability to create and innovate?

As our school has recently gone through the process of re-accreditation, we have focused intently on ensuring that we are following our standards. We have worked diligently on creating assessments that measure progress in standards acquisition. One of the struggles we face is that there appears to be more standards than what we are capable of addressing. In a recent study by Marzano and Kendall, it was speculated that if teachers devoted 30 minutes of instructional time to teach each benchmark, they would need an additional 15,465 hours (9 years) for students to learn them all! (Wiggins & McTigue). In all of our efforts to enhance instruction, improve learning and accountability, are we overlooking and perhaps fundamentally changing one of the strengths of American education. Is American creativity declining?
The Torrance creativity test created by Professor E. Paul Torrance over fifty years ago, may not measure creativity perfectly, but has proven more effective than IQ testing in predicting lifetime creative accomplishments. Therefore, the results of a recent study by Kyung Hee Kim at the College of William & Mary is particularly alarming. After analyzing nearly 300,000 Torrance scores of children and adults, Kim found that creativity scores had been rising until 1990, but since then scores have begun to drop. The reasons for this remain unclear. But, there is some hope in developing solutions.

Many people feel that creativity is a right brain activity. As we focus on core subjects more and less on the arts, the argument is that we are favoring the left hemisphere over the right. But, this is not necessarily true. Although, I believe that the arts are essential in developing creativity, no learning occurs solely in one hemisphere. “Highly creative people are very good at marshaling their brains into bilateral mode, and the more creative they are, the more they dual-activate.”(Bronson & Merryman). And, the good news is that creativity can be taught! Using creative problem solving programs and project based learning, educators can enable their students to alternate between divergent and convergent thinking.

The Partnership for 21st Century Skills advocates for the teaching of core subjects (including arts) using learning and innovation skills. The 4Cs, as they are referred to, are critical thinking, communication, collaboration and creativity. The first three are integral to developing the fourth C, creativity. As part of restructuring our curriculum, instruction and assessments to meet the changing needs of our students in the technological age, a focus on creativity and innovation must remain at the forefront if we are to prevent a creativity crisis.

Bronson, P., & Merryman, A. (July 10, 2010). The Creativity Crisis. Newsweek. Retrieved from http://www.newsweek.com/2010/07/10/the-creativity-crisis.html

Partnership for 21st Century Skills (2004). Retrieved from http://www.p21.org/

Wiggins, G.P. & McTighe, J. (2005). Understanding by Design. Alexandria, Virginia: Association for the Supervision and Curriculum Development.

Researched Based Instructional Strategies

Edutopia: The George Lucas Educational Foundation

http://www.edutopia.org

This website is dedicated to innovation in education.  It challenges traditional education with the benefits of project-based learning.  Various links are dedicated specifically to brain-based research and its applications.  Although each article promotes a particular point of view, the comments are open and allow for on-going analysis and discussion. 

I have chosen two excellent articles for review.

(1) Brain-based research prompts innovative teaching techniques in the classroom

 http://www.edutopia.org/brain-based-research-powerful-learning

 by Diane Curtis

2/25/2003

 

The article focuses on Florida’s Key Largo School.  The school uses a variety of innovative strategies based on brain research to improve student learning. 

Teachers at the school provide a variety of ways for students to learn the subject matter.  Students can choose which way works best for them.  Some may choose to learn through the traditional textbook while others may check out a video.  Many of them seem to favor interactive websites.  One of the interactive websites featured is sponsored by the British Museum. 

Technology is a part of the students’ daily lives.  Students learn by doing and visualizing which are facilitated by technology.  The focus Is not on learning lists of dislocated facts, but rather on the acquisition of knowledge that is organized in a variety of ways. 

Instructional strategies include the use of brain “breaks” such as Brain Gym, a series 26 movements students engage in meant to improve concentration, memory and other brain skills. 

(2) Brain Research May Point to Changes in Literacy Development

 By Sara Bernard 12/3/2008

 http://www.edutopia.org/brain-research-reading-instruction-literacy

This article emphasizes student readiness for learning, with particular focus on reading/literacy.  According to the article, there are neurological reasons for the difficulty many students encounter when learning to read.  It implies that we often jump to conclusions too readily, assuming disability instead of learning difference. 

What I found most interesting here were the comments below the article.  Many comments focused on the power of the teacher and the fear that these types of findings would lead to a more inactive approach to teaching literacy.  



Also of interest:  Understanding How the Brain Thinks
ByJudy Willis MD 06/13/11
http://www.edutopia.org/blog/understanding-how-the-brain-thinks-judy-willis-md#comment-94506

 

Here are some great resources for designing instruction in the 21st century.

I suggest... Jackie Gernstein's Blog

These days I’ve been focusing much of my attention on assessment.  As a designer of instruction, my ultimate goal is that students learn.  But, what does this mean, to learn?  Jackie Gernstein’s blog  discusses 21st century assessment and gives some valuable insight. Gernstein provides suggestions for assessment and argues that due to emerging technology students are changing the way they learn, so teachers must change the way they teach.  “Learning is collaborative, participatory, collective, and synergistic.” (Gernstein) From reports using wikis to simulation-based assessments, Gernstein embraces the idea of adapting learning and instruction to the 21^st century. 

One of my favorite parts of this blog is the section dedicated to technology in the classroom.  Here she lists numerous sites and resources that I’ve only begun to explore.  Exploring this feels a bit like taking my children to the ice cream shop.  I want everything!  For example, Alice is free educational software that teaches computer programming using 3D animation.  As a teacher in an international school, the iEARN site was also of great interest.  This is a non-profit organization that promotes project collaboration in a global setting. 

Gernstein’s blog is also full of stories and examples of inspirational teaching.  It makes you want to get back in the classroom and blow off the entire summer (almost!).

See my response to her blog HERE.

I suggest...21st Century School Teacher

The 21^st Century School Teacher is a blog dedicated to promoting the contemporary learner.  It is cool and trendy, just like my students.  At the bottom of the home page, an embedded YouTube clip describes the students of today and what their needs and interests are.  It’s all a bit overwhelming at times, but change is good, right?  It promotes a change of instruction to facilitate the new types of learners. 

I chose this blog because I believe that education is on the cusp of revolutionary change.  An educational system structured in the 19^th century cannot meet today’s needs.  The practical user-friendly organization of this blog makes it one of my favorites.  It includes easy-to-follow instructions for technology integration in “Tip Sheets” and links to great websites to get you started. 

One of my colleagues had recently mentioned the George Lucas site, Edutopia.  Under “Resources” the link to Edutopia is found.  This is an amazing site for educators promoting the benefits of project-based learning.  Take a look at the assessment video as it provides some practical advice for implementing a comprehensive assessment plan.

This blog is fun and easy to use.  A great find!

I suggest...Pump Up the Learning

Kim Caise is the author of Pump Up Learning a blog dedicated to networking, collaboration and professional development.  Her ideas and suggestions remain a bit out of reach for me as I can see that I am not quite there with technology.  She encourages her readers to leave their pajamas on, make a hot cup of coffee and get ready to participate and learn from several posted webinars.  I am excited about her ideas and plan to engage in some of the opportunities she offers. 

One of her suggestions, and the one that initially grabbed my attention as a history teacher, was the webinar for students on the death of Osama bin Laden.  On May 5^th, Discovery Education hosted a webinar with Ben Rhodes, Deputy Assistant to the President and Deputy National Security Advisor for Strategic Communications and Speech writing.  The webinar included an initial presentation by Mr. Rhodes and then a 15 minute session where students could send in their questions and have him answer them LIVE!  Unbelievable! 

This is the world my students are more comfortable in than me.  I must work to bridge that gap and fully engage.  Times, they are a’changing!