When looking at how people learn there is no one _ism that can fit all students, according to Kerr (2007) and I would have to agree. Over the last 12 years in education I have taught science at every level from grades 6-12 and in that time I have come to realize that if I am not flexible in my teaching than my students do not stand a chance. In my classes I tend to do a lot of hands on teaching where I am more of a facilitator of knowledge than a traditional teacher. However, one thing that becomes abundantly clear is that my honors classes do not handle that method of teaching very well. They want more notes and lectures which bore me to tears instead of the activities that teach the same thing. I have found that we tend to associate students who are auditory and visual learners into the advanced classes because teachers still associate listening well to being a good student. I adapt to the needs of my students and provide more lecture for them. As educators we need to realize that talent and intelligence can be found anywhere!
Kerr (2007) went on to talk about that no _ism is inherently wrong and when criticism of it arises research is often do to strengthen the arguments for the theory, which is something that should always be done because there is no definitive right or wrong answer. This is something that can be frustrating who is right which argument do you believe they all make compelling arguments that I can relate to different students so I go around and around. In the end I have to think that there is no one right fit for all, we all know those clothes that used to be sold that said “one sizes fits all,” they got called on that lie and now those thing say “one size fits most” I feel that is pretty much how these _isms work.
I like the approach to the learning process that cognitivism takes because it focuses on how the learner knows something and not the surrounding environment (Caruso, 2010). It differs from the behaviorism in that the learner isn’t doing something for a reward. Though I do think this approach does work for younger children. Case in point potty training and a very smart 2 year old, my niece had no interest in potty training she would just bring her mom a new diaper and say “change me please”, or she would take off her diaper and say “new one,” which I got more than a few laughs over but needless to say is driving my sister crazy! My sister, always trying to outsmart a 2 year old, which isn’t as easy as it sounds, found my nieces weakness stickers. Now ever time she goes pee pee in the potty she gets a sticker on her sheet. (Side note other rewards were tried before this one worked!) Which she is very proud to show all who come over to the house!
So, is she going pee pee in the potty because of a behaviorist approach to training and she is getting a reward her coveted sticker or was my niece simply ready to start to process going to the potty on her own?
Blogs that I have found interesting….
http://www.rememberanything.com/
http://www.eadulteducation.org/adult-learning/three-categories-of-learning-theory/
http://edtechundergroundrevolution.blogspot.com/
(this one is just fun to read and a Walden student that I thought I would share)
References:
Driscoll, Marcy P. (2005) THIRD EDITION Psychology of Learning for Instruction. Boston, MA: Pearson Education Inc.
Kerr, B. (2007). _ism as a filter, not a blocker. Retrieved from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html
Kappa, K. (2007) . Out and About: Discussion on Educational Schools of Thought. Retrieved from http://karlkapp.blogspot.com/2007/01/out-and-about-discussion-on-educational.html
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4 comments:
Jody,
I loved the remember anything blog. That was very cool, but wow is Mary busy. It looks as if she is posting every other day...wish I had that kind of dedication and time.
Your point about adapting our teaching style to our learners is a very good one. I think that sometimes we assume that all learners would love the chance to do some hands-on, fun types of learning...but truth be known, there are those learners who need the structure of a lecture and notes. I feel lost if I don't have the exact example of what I am suppose to be doing, so I think I would probably be one of those people who wouldn't fare well in a PBL setting, lol.
Tippi -
I think thats what is important knoiwing ourselves well enough to know our own strengths and weaknesses as educators. Just because I don't always feel comfortable I still do it because I expect my students to do the same thing and if we can't do it we can't expect our students to!
Jody
I have a 2 year old goddaughter, and I agree they are very perceptive. When I think of her and your nieces reaction to the stickers, I would have to say that it is about knowing how to respond in a given situation. Some may call it manipulation, but I would dare to assume that innate ability took over and she realized in order to satisfy a need she which is the stickers, she must perform for the act. Which brings me to my next point which is I believe the learning theories intercept each other at the right time for the learner. For me, the results is a more intuitive and high performing learner.
Jody, do you think the honors learners just want the lecture because that is how they have been successful in the past and they just want to get the grade and move on?
I ask this because I struggle with giving learners what they want versus giving them what they need. For example, many learners I have encountered over the years do not want to collaborate initially but after completing the activity, they express having had a richer learning experience than they had had in lecture-based courses.
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