One of the first lessons I received as a teacher from my mentor during student teaching was that "you never know what you have learned until you have to teach it." My mentor teacher was reminding me that I may have to go back and re-learn a thing or two before giving a lesson while simultaneously suggesting that when students present information to the class they have to learn it on a far deeper level then when they simply answer questions from the teacher.
This week we read about a series of websites and ideas for using technology to achieve learning through a constructivists theory. In essence, when students learn they have to either incorporate the new material into their world view or alter their world view to fit this new concept. A number of the ideas appear to be have great possibilities for learning when applied to this method of thought.
While reading the course text I could not stop myself from going to several of the websites to find out more about them than provided in the book, many for my personal entertainment more than professional gain. (Unfortunately, as an 8th grade Civics teacher, there were not really any websites named that screamed, "You can use me next week!" in the text.) www.history-making.com was one of those, I got sucked into the download and lost almost an hour of my life moving troops around France. www.ciconline.org/windward and meted.ucar.edu/hurrican/strike/index.htm were two others that caught my eye, as a junior meteorologist, if only in my head. All three of these websites allow for students to interact with the world in a realistic way. They appear to be fun and educational at the same time. By using strategies such as these we can "trick" students into learning and liking it. The spreadsheet software applications discussed in the chapter also have great ways of allowing students to test out what they think they have learned to find out whether or not they have got it correctly.
The basic ideas behind it are sound - if students can interact with the content and apply the content, they will have developed a better understanding of the material. Constructing a PowerPoint is another example of this line of thought. Students have to take the information they have learned, or find new information on a topic, and assimilate it into a presentation format. It adds in pictures and potentially sound so add layers to the learning (going back to cognitive learning theory as well).
Hi Michael,
ReplyDeleteI think your post makes a great overarching point--if students enjoy what they are doing--they are going to be more invested and attentive. No matter what the lesson, if students are not paying attention, they aren't going to retain--they aren't going to learn.
One of the reasons I find myself drawing so heavily on the constructivist framework in my own lesson design is that it focuses on giving the learner a very active role---in putting the information in the learner's hands to explore and manipulate.
One well known bit of advice I've always heard is that if you want to engage someone in a conversation, ask them questions about themselves--let them talk. I think the same thing applies to students in a classroom--if we want to engage them--we have to put them in the active role--get them to do the talking--the exploring. Whether students are making a Power Point presentation or a model of a city or a podcast of a radio broadcast they've created, if they are actively exploring the material, they will be making those cognitive connections that lead to long term learning.
Thanks so much for sharing. I enjoyed your posting.
Susan
Michael~
ReplyDeleteStarting a new grade this year, has been like starting teaching over again. A point that you made that really made me say, "Yes!!" is when you said that sometimes you have to go back a revisit things and you don't know until you teach it. This is completely true. I spent 6 years teaching Kindergarten and then I moved up to 5th grade. I find myself learning right along with the students. I am not only learning a new grade and curriculum, but I am learning the extent of what they can do and like to do in order to be engaged and learning. Any time the students can interact with each other, the more they are learning. Great post!!!
Gina Dewey
Michael, I totally agree with you and your mentor, taking a paper test and actually teaching a concept are two totally different approaches to testing your knowledge. Like you suggested a deeper knowledge of the concept being taught is needed. Some great ways to tests students knowledge is to have them come up with test questions, create a presentation, or write a math word problem to be solved. I also agree about letting the students talk! I am always so intrigued at the next bit of information or skill they are going to teach me. When students are able to create and present, it creates a sense of ownership and pride for the students. Therefore, more effort and quality workmanship goes into their work. Great job!
ReplyDeleteEmily J. McGrath
As I finish up my work for the week I am struck by the re-occurring theme of our studies: the more engaged students are in their learning, the more they are learning. During our study of cognitive learning it was all about making connections. Behavior modification was essentially about adjusting to the level and understanding of the learner. Constructionist learning stresses student-made lessons.
ReplyDeleteSo no matter what the lesson at hand, a good teacher relates the content to the students.
I completely agree with the "tricking" them into learning and liking the content. So often they are disconnected with the content and to reach them and involve in their learning is the key to success. It does require some creativity and moving beyond traditional teaching style but it is possible. For me personally, there is never a more depressing sight than a classroom full of students unengaged. I have been that student and make an effort each and every day not to be that classroom. I commend your efforts on doing the same.
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