Post 1 - Learning experiences in week 1

Week one presented a whole new range of experiences for myself that where at time stressful and scary but as Dr Judy Willis mentioned in her Edutopia Webinar 'How the brain learns best' video, once my stress level where reduced I started to take in so much new information! 

The first topic I would like to reflect on is the learning theories that where identified in my first week of learning.

The four most common learning theories initially considered include:

1.Behaviourism: a series of steps in programmed instruction, with a pre-defined end result at each stage.

2.Cognitivism: Information is picked up by the senses, and transferred to the sensory memory, repetition transfers this from short-term to long-term memory.

3.Constructivism: Learning is social and is scaffolded by more knowledgeable others.

4.Connectivism: the learning theory for the digital age.

I found it interesting that behaviourism was dismissed slightly due to the fact that it didn't lead to higher order thinking but rather it is for low-level content, processes and routine skill development.

In my past experiences working with a range of audiences I have always found that firstly outlining the base knowledge or key steps in understanding will always lead on to different, higher order style of learning theory, such as social constructivism or cognitivism.  

This was also evident in the process of setting up this blog where I found step by step instructions would have been vital for some individuals to initial the learning experience. Without some guidance and scaffolded steps the learner may struggle to gain the initial content knowledge (i.e. what is a blog?).  

Once the initial base knowledge is set, than the learner is able to continue to a different learning theory, but without the initial step that support the understanding of the very base knowledge the learner would find it hard to participate in a social constructivism learning atmosphere. 

http://moblog.whmsoft.net/

We all know the feeling of being out of our depth in a conversation or debate mainly because say we don’t have an understanding of the terminology that is being used or cannot use connectivism because we cannot understand the links between our current base knowledge and the information that is being collaborated. Without this base knowledge the learner can miss a key chance to learn, to obtain new information and make a gain in knowledge. 

Ideas that Stuck
The other theory of learning that I found helped me the most in the first week of becoming a student again was the social constructivism that was experienced. It was amazing how a quick incidental conversation or scaffolded teacher lead Q & A provided so much additional knowledge. Those conversation lead to new questions, new answer, more questions and they helped me clarify, understand and learn. 

I found it interesting watching DR. Judy Willis's views on the brains learning capacities. I believe the brain is like any other muscle we have and like all individual muscles, each can be enhanced with the activity becoming easier once the activity is repeated over time. The muscle builds and grows stronger. So although someone may have naturally weak areas either in schooling (Math’s, English) or gross motor skills (legs, arms etc.) those areas can be enhanced and trained just like any other muscle.

http://www.finesse.ie/creatine-brawn-brains/

Thus, like all individuals, each learning style is going to be different, they may be a visual learner, auditory or kinesthetic (to name a few)

http://www.glogster.com/xkamuelax/listen-to-the-monkey/g-6ogj547dq4ba5snp3h0bsbt

backsault - DO NOT TRY THIS AT HOME

A great example of this is teaching kids how to do a cartwheel or backsault. As a gymnastic coach I learnt to explain the steps of the process, then I would have to demonstrate the action for the visual learning (usually several times with additional instructions like watch my starting position, watch my arms) than I would have the gymnast’s that just had to do it to learn it (supervised and spotted!). 

If I only taught one way, I would only teach the children that learn that way, so as the saying goes......

In regards to the survival processes of the brain and the concept that reducing stress to enable the RAS to go pass it unconscious selection of dangers and potential risks on to the second stage. The selection of new and interesting information. 

This has major implications in the classroom and I now completely understand the morning rituals of my daughter prep class. The morning song and the consistent routine provided stability and familiarity and it above all reduced stress. The morning song may not be as acceptable in the middle and senior years but can be adapted by building lesson plans that are based on a strong area of knowledge, one that the students finds non stressful and interesting, then following this with activities that would enhance and challenge a weaker content area.

The final stage would be to meet the brains subconscious selection of new and interesting information. Information that provides the individual with a new or fun experience is going to be easily (unconsciously) selected which means that the more interesting and student centered you can make your lessons, the more of that information will be unconsciously filtered into the brain. It also backs up the quote that good teaching is 25 % preparation and 75% theater!

http://www.poster-street.com/posters_inner/teachers-posters

So I guess in conclusion to the above, we as the future teachers must never look at a student’s weakness and think that will always be the case. With scaffolded learning and confidence the student will be able to increase their abilities and strengths. 

http://quoteimg.com/everybody-genius-albert-einstein-picture-quotes/2/

ICT’s in the classroom

I think the use of ICT’s could be extremely beneficial in the classroom, ICT’s have a range of uses and can be easily converted into a visual, auditory and practical activity for the students. 

I was thinking of lesson plans recently particularly when it comes to the teaching area of mathematics and geometric reasoning (i.e all triangles have 180 degrees and all quadrilaterals have 360 degrees).

I wondered if having a animation that could be manipulated by the student to show that no matter the type of triangle (such as a wide flatten one, or a pointy narrow triangle), the angles of each point may change as it changes shape but the total always remains the same. Now, if that really didn't make much sense in text than it isn't surprising as some of us need to see it to understand it (I added some simple diagrams to aid the above). 

But imagine with the use of ICT’s having an animation that would back that explanation up. Not only is it new and interesting but it could also be manipulated by the user to aid the visual and kinesthetic learners.

http://www.pbslearningmedia.org/

http://cmapspublic2.ihmc.us/

Teaching with ICT’s

Teaching to the needs of the real world is very important, and students need every opportunity to understand how the content and lessons relate to real life.  Plus we need to have an understanding of the needs of the world and the potential changes that the next generation need to be ready for, such as technology and general social requirements (such as tax and Medicare). We need to prepare the students to not just survive past school but strive and succeed in a structured community, so we must as teacher stay connected to the academic and social changes that will impact our future students.

http://www.opencolleges.edu.au/infographic/21st_century_classroom.html

Teachers may need to consider how their teaching area would be taught in 40 years’ time, they need to consider career attitudes and beliefs towards technology. Whilst acknowledging that although we as teachers may not have been taught using technology tools we need to be preparing to teach in the 21^st century. 

As stated by Niess (2005) teachers must also develop an overarching concept of their subject matter with respect to technology and what it means to teach technology pedagogical and content knowledge (TPACK).

Thus if technology is used in teaching subjects on all levels, students will be able to adapt and succeed in the technology rich working environment.

http://www.dontwasteyourtime.co.uk/social-network/using-pinterest-in-the-classroom/

Current constraints

So in light of everything I have discussed, the biggest issue I see is the current constraints in the traditional classroom and curriculum where teaching is still, to an extent and one model fits all approach with many children slipping through the gaps. Maybe the issue isn't the failing students but with pressures and constraints put on teachers to make a single approach work form everyone. 

Here’s a new and crazy idea, maybe classes should be selected on a student’s learning style so all the visual learner have a visual based lesson plan that plays to their strengths enhancing their learning. Could it work or are they a variety of combinations (which I assume there are) and is this just more pressure on our current education system? Either way, we do know everybody is different and flexible approaches to teaching individuals is paramount to good pedagogy.

The Brain and Learning

Based upon what I have learnt about the brain and learning, which of the learning theories: behaviourism, cognitivism, social constructivism and connectivism will best inform successful learning approaches?

Well it’s a combination of what the students knows, what you what them to learn and know, and how the individual student learns. And that’s a big set of combinations, for example if you what to teach a mathematics equation than behaviourism would provide a step by step scaffolded approach. If you as a teacher wanted to enhance current knowledge on a debatable topic than social connectivism or cognitivism strategies may be required to engage and enhance knowledge.

All in all, it seems that the more comfortable the learner and the more engaging the teacher than the more efficient gain in the knowledge that gets into the brain. 

After that, as we all know if we don’t use it we lose it, so repetition will move new information from the short term memory to the long term memory. I’m sure we all remember a moment in our own schooling that a teacher imparted an interesting piece of knowledge that we will never forget or the times tables that were repeated again and again. This information has stayed in the long term memory. 

The brain is amazing and can be trained, so never assume you can’t learn something new…especially if you find it interesting!