CHAPTER 3: LEARNING AND TRANSFER

INSPIRATIONS:

Source: “How People Learn”, Bransford, et. al, 2000, pp. 51

“All learning involves transfer from previous experience”. (p.68)

“The ultimate goal of schooling is to help students transfer what they have leaned in school to everyday settings of home, community, and workplace. – Adaptive Expertise” (p.73)

Transfer, the ability to extend what has been learned in one context to new contexts, is influenced by:

1. the degree of mastery of the original subject, (p.53)
2. the degree to which people learn with understanding rather than merely memorize set of facts or follow a set of procedures, (p.55)
3. the time given to adequately process the information, (p.56)
4. the degree of feedback and meaningful applications of the learning process, (p.59)
5. the learner’s motivation derived internally and externally, (p.60-61)
6. the context of original learning, (p.62)
7. the instruction that students represent problems at higher levels of abstraction, (p.63)
8. the function of relationships between what is learned and what is tested, (p.63)
9. the ability of the learner to solve a set of transfer problems right after they have engaged in an initial learning task, (p.66)
10. the awareness of students that as learners they actively monitor their learning and strategies and resources and assess their readiness for particular tests and performances. (p.67)

THINKING OUT LOUD

“Knowledge is power!”

I often hear this being said. I think this summarizes the concept in Chapter 3 which explains the relationship between learning and transfer.

Learning becomes effective when it becomes relevant to one’s personal experience and when it makes one a better person. It becomes valuable if it cause positive change to other people, to the society, and to the environment. It becomes important when the classroom experience reaches out to society and answers its needs. It becomes indispensable when young minds change the course of history.

From what the today’s world has become, it is no doubt the product of learning. Technology, democracy, medicine, music, communication, transportation, government, laws, military, and so many others were born from the pursuit of making learning relevant to real life experience. Learning searched for answers. Learning brought these changes. Learning showed its power.

Chapter 3, then, is but an affirmation and celebration of the power of learning. It reemphasizes the importance and benefit of “transfer learning”. Teachers have the crucial job of making certain that the world’s future are in good hands and that today’s learners will transfer their learning to the betterment of themselves and of society. The world is too precious to be left to ignorance and arrogance. Teachers must let their students be aware that transfer learning has made life improved than before and that their gratitude must be shown in doing purposeful learning and positive transfer for a better future.

However, what we have today has also destructive flaws. There is hatred from the Hezbollah, Al Quaida, Muslim extremists, and Neo Nazis. There is the nuclear ambition of Iran and North Korea. There is the inaction against the irresponsible use of fossil fuel. There is the uncontrollable greed of capitalists and of oil conglomerates. If such local and global problems pose danger to the future of mankind (such as global warming, terrorism, moral decay, etc.), it is because learners lost sight of appropriately using their knowledge for the good of all. The power of knowledge has been used negatively.

Chapter 3 is the conscience from which we are to use to correct the flaw. We may not be able to directly solve these problems but we can do our share to fight for change. Our teaching should present these problems and should spur our students to search for better solutions and for positive actions. Our students should apply their learning for the betterment of the world they live in.

With the internet, we have a valuable tool to make our students as global-learners, as global-problem solvers. We can give our students the necessary information from any place and in real time to make their analysis relevant. The internet can, in turn, show their positive ideas to the world.

We live in a time of unlimited possibilities. We have the opportunity to educate our learners to use their “knowledge-power” to make a difference.

CHAPTER 2 : HOW EXPERTS DIFFER FROM NOVICES

INSPIRATIONS:

Source: "How People Learn", Branford, et. al, 2000, pp. 31-50

Experts -

1) recognize MEANINGFUL PATTERNS of information,

2) think in term of CORE concepts or BIG ideas,

3) do not conduct an exhaustive search of everything they know but SELECTIVELY retrieves information,

4) retrieves relevant knowledge EFFORTLESSLY,

5) in teaching, have acquired PEDAGOGICAL content knowledge.

Educational Implications

Teachers must promote fluent access to knowledge by;

1) helping students develop an understanding of the subject matter,

2) training students to learn when, where and why to use information,

3) teaching students to recognize meaningful patterns of information,

4) guiding students to develop the ability to teach themselves.

THINKING OUT LOUD

“An expert is the product of positive habits!”

How can we produce expert students? How can we become expert teachers? These questions are so daunting and intimidating especially when we discover and acknowledge the characteristics that make up an expert. Of course, we want our students and ourselves to become one. But how can and where do we start? The thought of this is so intimidating. The implications of this are so daunting.

However, as educators who commit to make a difference in our students’ lives, we MUST accept this challenge. So I say how and where do I start?

Foremost, I have to start from within myself. I have to humbly commit to this task. I need to acknowledge what do I have available and what do I have lacking that pertains to task of “expert building”. I have to continually upgrade and enrich myself in my field of study. I should be open to positive change. I should read more. I should attend to conferences, seminars, and workshops. I have to daily evaluate my actions and appraise them according to my core values and professional standards. All these are a matter of importance for I cannot give what I do not have.

Then, along with my attempt in personal “expert building”, I will take conscious efforts to incorporate into my lesson plans ACTIONS that will make my students develop understanding, learn when, where and why to use information, recognize meaningful patterns, and learn the ability to teach themselves. For my classes in Math and Science, these actions would be executed in the following manner:

1. Students must read and understand the topic discussed in textbooks and other related works found in the internet and in the library.
2. Students must learn the governing principles and theories and must be able to explain these in relation to their real-life experiences.
3. Students must discover the patterns and rules that dictate every theory and principle and must be able to summarize these in their own manner of explanation.
4. Students must be taught to how to manage information which will connect to other applications such as related subjects - METACOGNITION.
5. Students must be taught the context of knowledge learned – why they exist, what purpose, and how relevant are these to them.
6. Students must develop their own system of learning (study skills).
   

When done with persistence and consistency, these will surely direct my students to become “expert learners”. It is only through POSITIVE HABITS (conditioning) will my students become self-confident, self-reliant, and self-motivated to learn.

CHAPTER 1: LEARNING - FROM SPECULATION TO SCIENCE, pp. 1-27

BLOG #2

INSPIRATIONS

“The model of the child as an empty vessel to be filled with knowledge provided by the teacher must be replaced. Instead, the teacher must actively inquire into student’s thinking, creating classroom tasks and conditions under which student thinking can be revealed. Students’ initial conceptions then provide the foundation on which the more formal understanding of the subject matter is built.”(Bransford, et. al, p. 19)

“To develop competence in an area of inquiry, students must: (a) have a deep foundation of factual knowledge, (b) understand facts and ideas in the context of a conceptual framework, and (c) organize knowledge in ways that facilitate retrieval and application”. (Bransford, et. al. p. 16)

“Superficial coverage of all topics in a subject area must be replaced with in–depth coverage of fewer topics that allow key concepts in that discipline to be understood. The goal of coverage need not be abandoned entirely, of course.” (Bransford, et. al. p.20)

THINKING OUT LOUD

Jean Piaget, a Swiss Psychologist, is an advocate of cognitivism – active learning. His theory states that children learn “EFFICIENTLY when they are able to take new knowledge and integrate it into their previous knowledge and experiences, constructing a new knowledge base each day”. (http://www.ncrel.org/sdrs/areas/issues/students/earlycld/ea1lk1.htm)

This theory that was constructed through rigorous research in the early 1900’s. It describes the fundamental ideas that permeate in the opening chapter of the book, “How People Learn”. Piaget’s theory is very interesting in as much as despite its antiquity it is very relevant to in the resurgence and re-thinking of today’s “new science of learning”.

Effective learning is all about RELEVANCE. Learners will absorb more the concepts if these show connection to their life experiences. This connection will breed interest and focus from the students. Consequently, this will give students motivation and drive to learn for they know that what they are studying affects them and their environment.

I am concern over how concepts are presented in current textbooks. Most of them are not “locally-friendly”. For Guam students, snow, tornado, alps, tundra, and so many others are beyond their personal experience. Unless they travel, they could not comprehend concepts that are wrapped around realities which far from their reach. Hence, without losing the fundamental standards, it is better to adapt these textbooks first to local examples. Then later on, students can transfer their learning into other scenarios.

Transfer of learning should not just be about between facts and data. It has to have transference to the development of personal character. Social Studies lessons on World War II should teach the students courage, camaraderie, sacrifice, respect and other positive values other than memorizing war strategies, dates and personalities.

Finally, it is interesting to note that designing the curriculum is based not on quantity but on quality. It is truly hard to finish everything in a textbook without sacrificing the depth of understanding. Therefore, it is wise to organize the curriculum in a manner that the scope and sequence is distributed and covered reasonably by all levels with no repetition of topics.

In St. John’s School, the Science department organized the lesson sequence in a manner that a student passing through the elementary and middle school level will be able to cover the necessary topics based on the standards. The Grade 3 to Grade 6 teachers assigned the topics so that the students will not miss or repeat anything.

CHAPTER 1: LEARNING - FROM SPECULATION TO SCIENCE, pp. 1-27

BLOG #1

INSPIRATIONS

In the past, education – the system of learning – was all about acquisition of literacy skills (simple reading, writing, calculating). However, these are not sufficient enough to prepare individuals to meet the demands in all aspects of real life: personal and professional relationships, social and political obligations, and national and global involvement. Learners should acquire higher level of literacy which involve in being able to think and read critically, to express clearly and persuasively, to solve complex problems. Their knowledge acquisition skill is not solely on remembering and repeating information but one that is able to search information and to positively use it. (Bransford et al, pp. 3-5)

THINKING OUT LOUD

This higher level of literacy is a matter of fact, a matter of need, and a matter of crucial importance to those who sought to make today’s education and relevant.

As a matter of fact. Today’s educational system needs a serious over-haul. Despite the amazing modern improvements such as concrete buildings, air-conditioned classrooms, modern photocopiers, multimedia projectors, computers, and many more, schools have not yet moved beyond the traditional boundaries where teachers are the boss, the voice, and the end-all.

In its article, “How to Bring Our Schools Out of the 20^th Century”,Times Magazine confirmed this reality. The educational system is still operating like the 1906 of old. If Rip Van Winkle has to come back alive, he would likely recognize today’s classroom as like in his own time. This teacher oriented strategy is losing its relevance in today’s demanding society. The “old-way” of teacher monologue is over. The one-way and non-interactive lecture has no place in good teaching. As modern research tools unlock the mysteries of the human mind, there are a lot of effective strategies and approaches designed to successful learning.

I admit that there were times that my teaching had been a “monologue”. In retrospect, I would attribute this to fear of taking risk to place upon the students the leverage to discover and to understand the content themselves. I fear that they might just eat up a lot of time in discussion. I fear that they will wander away from the topic. I fear of losing the control of the class. But know I realize that these fears can simply be addressed through good lesson planning and good class management. For when students clearly understand what they are doing and what they need to attain, a student oriented activity is very effective.

As a matter of need. The preface to this Times Magazine article though presented with wit and humor is, however, a stark and sarcastic criticism towards the slow development of the educational system vis-à-vis the reality and demands of the modern living. This article has its ally in the book, “How People Learn”. Reading through Chapter 1, it emphasizes the need to change and immediate call to action. The modern educator has to adapt to the modern learner whose life experience is as complex and dynamic as the technological advances.

“Teachers need not fear that they will be made obsolete. They will, however, feel increasing pressure to bring their methods – along with the curriculum – into line with the way the world works. That means putting a greater emphasis on teaching kids to collaborate and solve problems in small groups and apply what they’ve learned in the real world. Besides, research shows that kids learn better that way than with the old chalk-and-talk approach.” (Times, Dec 18, 2006, p. 56)

In my class, students are technology-savvy. Their pre-existing knowledge of computers is admirable. I let them use the Palm Handheld computers in various applications (Math and Spelling practice, word processing). I let them design their Science Fair projects using their computers from simple word displays to data and chart presentations. I use video streaming to show video clips from websites in order to complement my lessons. I utilize the Power Point to engage students in lectures.

As a matter of crucial importance. The future of the world is at stake. The world is affected by every decision we make. This decision making in whatever manner depends on how we understand our environment and the information presented to us. As teachers, we have the obligation to train our learners to acquire the appropriate skills. Hence, teachers must continually reinvent themselves to adapt to the needs of the times.

However, teachers need to be supported. The government should provide funding necessary to keep teachers updated and upgraded. Each school administrators must encourage their teachers to take professional enrichment courses and supply them with the needed materials.

The success of learning is everybody’s business!

One thing that I am proud of my school is that it financially supports Professional Development. I am encouraged to make the best of the opportunity I have. I am committed to reflect the things that I learn in my teaching.

I admire the Yamashita Teachers’ Corps Program. It supports teachers to pursue their desire to get the necessary classes that will make them effective teachers. This program truly has contributed positively to Guam’s educational system.

BACK TO SCHOOL!

Yup... I'm back to school. Dr. Wallace presented his expectations and requirements for the class. All these are very challenging yet reasonable. I know I will learn many things that will make me a better person, teacher.

MOTTO: Just do it!!!