Module 2: Considering Learning Theories

Roger Lewin has been quoted as saying, “Too often we give children answers to remember rather than problems to solve.”

As an educator, it is my ultimate priority to provide my students with the opportunity to receive an education that is worth possessing. To do this, there is no one size fits all, no solution to a basic problem. For me to read about different learning theories and pinpoint one specific theory as being “the best” would go against my mission as an educator. If I am to provide quality instruction to my students, I must differentiate ways of reaching these students to convey the importance of the topics I am expected to cover. Karl Kapp (2007) stated in his blog post, “What we need to is take the best from each philosophy and use it wisely to create solid educational experiences for our learners.” Kapp brings to light the most important aspect of instructing learners – the learner. Individual learners are just that - - individuals. No two students will ever possess the same exact characteristics (prior knowledge, learning styles, parental support, social skills, etc.). With this in mind, we must take the initiative to cater to the individual needs of these students by offering a plethora of avenues for students to take in order to get to the ultimate destination – - mastery.

B.F. Skinner’s behaviorist view is one where the learner is actively engaged in the world around him and learns from experience (Driscoll, 2005). This belief/view definitely has its place in today’s educational setting - - I believe it is safe to say ALL teachers should strive to engage students. Teachers are constantly using needs assessments and task analyses in their instructional design - - isn’t this characteristic of the behaviorist view? Considering cognitivism brings to light that knowledge is invented and reinvented as the child develops and interacts with his/her environment (Driscoll, 2005). Yet another characteristic common in today’s classrooms - - a need for collaboration. Is it possible to place each theory into a box and say take the box to your room and teach in accordance with the beliefs of that particular theory without incorporating components/characteristics of other learning theories? I think not - - not, if we are truly striving to meet the needs of every student.

In his January 1, 2007 Bill Kerr states, “It seems to me that each _ism is offering something useful without any of them being complete or stand alone in their own right.”Again, I couldn’t agree more. Kerr again solidifies my belief that taking individual “ingredients” from various “recipes” and throwing them into one pot is the most effective means of creating the “perfect” meal. Teachers must cater to their students just as a cook/chef would cater to a paying customer. Our students may not provide us with any monetary support as that of a customer paying for a meal; however, in the future, it is these very students who will run our communities and country. Are we providing students with the essential skills to become productive members of society? Or are we narrow-minded and of the belief that one set of instructional activities and plans will work for each and every individual? If we are taking one specific learning theory and claiming it is the only means of educating our students, we are being completely ineffective and ultimately becoming a disservice to our students.

Educators have it tough. We are ultimately preparing students for a future most of us can’t imagine. The technology utilized just ten years ago is now obsolete. Technology is constantly changing the way we function, the way our students function. With this in mind, educational theories must continue to change. What worked hundreds of years ago won’t necessarily work today; however, one thing holds true. Students come to us to learn. Are we offering them that opportunity or are we doing the complete opposite by giving them answers to remember and not problems to solve?

Reference:

Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson Education.

Module 1: Metaphors of Educators

Today’s students have grown up engrossed in a digital world, which has ultimately lead to an expectation by students that their education is “participative, engaging, and active…”(Siemens, 2008, pg. 6). With this expectation from today’s students, it is critical that educators learn to adapt their ways of teaching as to meet the needs and habits of the “millennials” (pg. 6-7). With the need for adapting instruction plaguing today’s educators, Siemens identifies various roles the instructor should take in a digital classroom or workplace. Each of the roles presented offers characteristics that would definitely benefit the students participating in a digital classroom experience. Like with any description of a traditional classroom teacher, there is no “one size fits all” that describes the teacher of a digital classroom. As today’s educators are constantly encouraged to incorporate rigorous lessons geared to make students apply critical thinking skills to real-world problems, it is important for the teacher to facilitate student-centered instruction with the ability to intervene and redirect when the need arises.

Of the roles presented, Bonk’s (2007) metaphor of Educator as Concierge best describe the role I believe an instructor should take in the 21^st century learning environment. This particular aspect of the instructor’s role reflects that of a facilitator who takes on the role of lecturer/traditional teacher on an as-needed basis by directing students to resources that one may otherwise overlook or fail to recognize. Teachers and instructors who function as a concierge take students on a learning adventure where students are not only lead in the right direction but are able to venture out into the unknown with someone to reign them back onto the beaten path as needed. Untraditional methods of teaching can be provided using resources such as edu.gloster.com, even in the area of improving writing skills. This is most applicable to the role I play in the educational setting for middle grades students. There is a need for venturing out and discovering the unknown, but there is also an incredible need for redirection for all learners to ensure content is mastered.


Siemens’s own belief that the Educator serves as a Curator was another fascinating metaphorical description of the roles today’s instructors/teachers should fulfill. The greatest asset of the educator who chooses to function as a curator solely relies on the significance of making instruction learner-centered. This model focuses on individual student needs and creating a balance between the freedom to explore and develop knowledge while also allowing the teacher to provide structure for students who may need support and explicit instruction.


Brown’s Educator as a Master Artist is definitely a captivating thought. In this sense, the educator takes on the role of guiding students to learn from examining exemplary qualities produced in other students’ work. Educators who fall under this metaphorical umbrella would effectively use blogs in instructional practices. This particular model absolutely possesses merit by promoting creativity and allowing the learner to create his own meaning of the content. As a middle grades teacher, I find this particular model lacking the explicit instruction young children need to understand a task.


Clarence Fisher’s metaphor of Educator as a Network Administrator did not resonate with me as much as the other metaphors provided by Siemens. This particular model focuses on the teacher assisting students with making connections to form networks in an attempt to locate information. Although this particular metaphorical analysis definitely relates to the instantaneous access of information via the World Wide Web, I don’t feel that it is relevant to teaching younger children. Providing students with the knowledge to use the online resources is important; however, it should not be the sole focus of instruction as it limits the students’ ability to create personal meaning to information.


In conclusion, I think it is most important for educators to understand the path education is currently taking. Teachers should begin to exit the highway of teacher-centered instruction and begin to travel the student-centered route. Sure, detours will occur and the need for teacher-centered instruction will definitely come into play for certain situations but it should not be the primary road teachers take when instructing students. The need for instruction that engages the digitally-minded learners on today’s Digital Highway of Education must become the primary focus of instruction. Blending the various roles of the educator is encouraged as there is no perfect fit for every situation! Students must be afforded the opportunity to be in control of their learning – what better way to do this than to consider the roles described above.


Reference:


Siemens, G. (2008, January 27). Learning and knowing in networks: Changing roles for educators and designers. Paper presented to ITFORUM. Retrieved from http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf