ED630 BLOG: NORMAN

INSTRUCTIONAL PROBLEM

2007-04-15T21:40:00.000+10:00

INSTRUCTIONAL PROBLEM: An Outline

INSTRUCTIONAL PROBLEM
ST. JOHN’S SCHOOL 2006-2007
GRADE 5 MATH

I have observed and experienced the struggle in letting the students become up to par with the standards of St. John’s School curriculum.

There is a majority which make their home works just an hour before the class or sometimes during the intended class. In so doing, they do not meet the purpose of having the homework as an extended skill practice. Thus, they answer without much effective deliberation. As a result they have poor grades and they do not progress as expected. Being a teacher, I have to repeat the discussion for the sake of these students: “No Child Left Behind”.

Secondly, there are those who do not seem to understand the lesson no matter how much accommodation and repetition during the discussion. The lectures I do involve various activities that will make them more engaged. However, I discover that the problem lies on the inadequate knowledge they have acquired. Since Math is a progressive subject (that is, new learning depends on past learning), these students have difficulty in acquiring new concepts and set skills.

Lastly, there are students who seem to understand the discussion and do the classwork satisfactorily. However, as they come back the next day, they entirely forget the lesson, akin to having an amnesia. This is so frustrating because this drags the whole class from following the intended lesson schedule.

In all these, I conclude that St. John's Grade 5 Math students lack the appropriate study skills that would adequately meet the school curriculum standards.

2007-02-22T12:31:00.000+10:00

CHAPTER 11 BLOG: NEXT STEPS TO RESEARCH

INSPIRATIONS:

Source: “How People Learn”, Bransford, etc. al, 2000, pp. -248-284

Research has been irrelevant to the teachers...

"The concern of researchers for the validity and robustness of their work, as well as their focus on underlying constructs that explain learning, often differ from the focus of educators on the applicability of those constructs in real classroom settings with many students, restricted time, and a variety of demands." (p.248)

"The language used by researchers is very different from that familiar to teachers. And the full schedules of many teachers leave them with little time to identify and read relevant research." (p. 249)

"Without clear communication of a research-based theory of learning and teaching, the operational theories held by the various stakeholders are not aligned. Teachers, administrators, and parents frequently encounter conflicting ideas about the nature of learning and its implications for effective teaching". (p.249)

POSSIBLE SOLUTIONS

Research outputs should be translated into USABLE information by educators and policy makers.
Research key ideas should be effectively communicated to teachers, administrators, and policy makers.
Research should identify with the help of teachers, administrators, and policy makers which strategies are in alignment to the accepted principles of learning.
Educators should be partnered with researchers in undertaking these research projects.
Research efforts must begin in observing the learning process that takes place in the classroom.

THINKING OUT LOUD

"Talk the walk, walk the talk."

It is very encouraging to know that there are individuals who devote their time for research and the development of human learning. Their efforts yield continuing output that give updates improve teaching. Yet, truly, it is overwhelming to study all these outputs and to translate them in the classroom experience.

As a teacher, I can really make a litany of acceptable excuses on why I cannot relate to the researchers’ findings and proposals but I know these cannot be helpful for me and for my students towards achieving successful learning. Hence, it is better to be proactive than just complain. Here is then my plan of action.

I need to read more about the current studies on learning and teaching. I can subscribe to appropriate journals that are research based. I can subscribe to online access that contains current educational research. I can focus on studies that concerns with effective teaching in Math and Science. I need to translate the important concepts into practical applications in my classroom experience.

I must participate to in-service trainings that are given in my school. These are positive activities that promotes teacher learning. I need to always be opened minded to change. I should be flexible and be ready to adapt any valuable teaching strategy.

I need to be objective and be observant on the good examples of my co-teachers. Their effective teaching strategies might be suited better in my own classroom needs than any research. I should learn from those teachers who are tasked to share their classroom successes.

Dr. Harry Wong, a well-known speaker and a well-respected teacher gives the following suggestion:

“Here are some habits you can choose to develop:

Choose to invest in yourself so that you can increase your value to others.
Choose to learn and grow as a professional.
Choose to avoid thoughts and people who will limit you.
Choose to stop surviving and existing and start taking small risks to create incremental growth.
Choose to identify what you want to do with your life and choose to DO IT. “Source: http://teachers.net/wong/APR05/

I firmly believe that I have an important role in achieving successful learning through effective teaching. The researchers’ work will see their fruition through my commitment as a teacher with pro-active action.

2007-02-21T05:38:00.000+10:00

CHAPTER 10 BLOG: CONCLUSIONS

INSPIRATIONS:

Source: “How People Learn”, Bransford, etc. al, 2000, pp. 231-247

LEARNERS & LEARNING

"Teachers have a critical role in assisting learners to engage their understanding, building on learners' understanding, correcting misconceptions, and observing and engaging with learners during the processes of learning." (p.238)

"Teachers must address the multiple levels of knowledge and perspectives of children's prior knowledge, with all of its inaccuracies and misconceptions." (p.238)

"Effective comprehension and thinking require a coherent understanding of the organizing principles in any subject matter." (p.238)

TEACHERS AND LEARNING

"Expert teachers know the structure of the knowledge in their disciplines and are sensitive to the aspects of the subject matter that are especially difficult and easy for students to grasp." (p.241)

"Subject-matter expertise requires well-organized knowledge of concepts and inquiry procedures." (p.242)

"Accomplished teachers also assess their own effectiveness with their students." (p.242)

LEARNING ENVIRONMENTS

"Technologies should be used to help meet the challenges of establishing effective learning environments, through:

1) bringing real-world problems into classrooms

2) provide "scaffolding" support to augment what learners can do and reason about on their path to understanding,

3) increase opportunities for learners to receive feedback

4) build local land global communities,

5) expand opportunities for teachers' learning." (p. 243)

"Technology can be a tool of representation." (p.243)

"Assessment should reflect the quality of students' thinking, as well as what specific content that they have learned."

"Effective teachers see assessment opportunities in ongoing classroom learning situations. They continually attempt to learn about students' thinking and understanding and make it relevant to current learning tasks." (p.245)

"Outside of formal school settings, children participate in many institutions that foster their learning." (p.245)

"A key environment for learning is the family. Classroom environments are positively influenced by opportunities to interact with parents and community members who take interest in what they are doing." (p.245)

THINKING OUT LOUD

"Learning is EVERYBODY'S business."

It should be clearly understood that students, teachers, and parents have their own indispensable responsibility towards ensuring successful learning.

Students should know the value of education as their life's wealth. They have to develop in themselves the appreciation of the opportunity to acquire knowledge that they will use for their future career. They have to commit into preparing and enriching themselves with skills and knowledge that will give them self-confidence in solving life problems. They should not go to school just because they are forced to.

Teachers must know well their subject of expertise. They should teach creatively so students will become engage and will apply their knowledge to real life situations. They should direct their learners to use whatever tools available that enhance learning. Teachers need to know that students are preparing for life. The knowledge and skills they teach must make the students be confident to choose a career that would fulfill them and make a difference.

Parents are effective role models for their children with regards to good study habits. When parents set up structure, children will follow study time. When parents limit distractions, children will focus in their school tasks. When parents read, children will love books. When parents cherish learning, children will value their future. When parents honor their learning achievements, children will appreciate theirs.

2007-02-19T16:16:00.000+10:00

CHAPTER 9 BLOG: TECHNOLOGY TO SUPPORT LEARNING

INSPIRATIONS:

Source: “How People Learn”, Bransford, etc. al, 2000, pp. 206-230

“Technology has its capacity to create new opportunities for curriculum and instruction by bringing real-world problems into the classroom for students to explore and solve. (p. 207)”

“The interactivity of theses technology environments is a very important feature for learning. Interactivity makes it easy for students to revisit specific parts of the environments to explore them more fully, to test ideas, and to receive feedback.” (p.209)

“Technology- based tools can enhance student performance when they are integrated into the curriculum and used in accordance with knowledge about learning.” (p.216)

“Technology can make it easier for teachers to give students feedback about their thinking and for students to revise their work.” (p.216)

“Modern technologies can help make connections between students’ in school and out-of-school activities.” (p.224)

“Many issues arise in considering how to educate teachers to use new technologies effectively:

1) What do they need to know about learning processes? About the technology?

2) What kinds of training are most effective for helping teachers use high-quality instructional programs?

3) What is the best way to use technology to facilitate teacher learning?” (p.230)

THINKING OUT LOUD

“Just like what our forefathers had done…

I would like to put technology into a perspective that is more hopeful than frightening.

First, the word technology means “the practical application of knowledge is a particular area”. It may immediately connote to something newly designed, or to something that is an innovation. In whatever form it may be, technology is simply a thought in action (in human or material form) done in a particular time or instant. Hence, the invention of the first wheel was a technology. This is true with the past introduction of pencil, paper, pen, light bulb, or typewriter. Today’s technologies are the internet, the multi-media phones, smart boards, MP3 players and blue-ray discs.

From these mentioned few, it is true that human beings are no stranger to technology. Since the beginning of time when the first wheel was introduced until today with blue-ray discs, we have been always adapting to each of them and applying them in ways that would improve our life. There is nothing new to this reality – it is part of our daily existence. I would say adapting to technology is the same as breathing: an indispensable reality of life and an essential element to survival.

Therefore, being said, I think embracing these “new practical applications of knowledge in our teaching” is part of being human – a reality and survival. It is what we are and is what we are expected to do. Like our forefathers, we need not to resist educational technology. We have to use them for the betterment of the students and of ourselves as teachers. We do not have to complain and to denigrate our attempts to use these “practical applications”. We should not be intimidated by the complexity of innovations which are just made by humans like us. We should not be discouraged by any naysayer who opposes progress. Like our forefathers, we show our humanity when we seek for the betterment of others.

Hence, as teachers, we should welcome any tool that will benefit our children. We should learn the educational potentials of the internet, of interactive games, of iPods, of PSPs or PS3s, of MySpace.com, of YouTube, and countless more. These are part of our learners’ lifestyle. They can better learn math, science, social studies, and reading when they use tools that will engage them.

We should use blog sites as venues for creative writing. We can use chatting software as effective tool for long-distance learning. We can use MOODLE as our class real-time syllabus. We can listen to PodCasts that discusses current events and concepts which are part of the curriculum. We can use video streaming (from National Geographic, or Discovery Channel) to bring into the classroom cultural experiences of far reaching countries. We should use Smart Boards as teaching tools to engage our learners.

Technology will always be part of everyday life as men continue to find better ways to improve our life. As teachers, embracing technology to enhance our teaching is our obligation. As teachers, embracing technology to enhance learning is a reality that we must instill into our students. The well-being and survival of the world depends on them and we are to ensure that.

Just like what our forefathers had done.”

2007-02-17T16:31:00.000+10:00

CHAPTER 8 BLOG: TEACHER TRAINING

INSPIRATIONS:

Source: “How People Learn”, Bransford, et. al, 2000, pp. 190-205

“Practicing teachers continue to learn about teaching in many ways: first, from their own practice; second, from their interactions with other teachers; third, from teacher educators in their schools; fourth, from graduate school programs; and finally, from other experiences such as parenting and coaching.”

“Teachers take graduate courses in education rather than in the subject matter of their teaching because of the lack of disciplinary graduate courses that are offered after school hours or during the summer.” (p. 192)

“Learning involves making oneself vulnerable and taking risks – this is not how teachers often see their role.” (p. 195)

“New teacher are often given the most challenging assignments – more students with special educational needs, the greatest number of class preparations (some outside of their field of expertise), and many extracurricular duties – and they are usually asked to take on these responsibilities with little or no support from administrators or senior colleagues.” (p.203)

THINKING OUT LOUD

“Bloom anywhere you are planted!”

This is what I was constantly told when I was studying “Teaching 101” in college. It made a great impact in my perspective to life and to my profession (or vocation) as a teacher. It is a powerful admonition about persistence, optimism, adaptability, creativity, and achieving goals.

IN MY LIFE: The meaning and purpose about my existence is actually rests on GIVING. There are so many examples to affirm this: like, Jesus, Mary, Mother Teresa of Calcutta, Don Bosco, Fr. Chito Dajao, and my parents. If I can share my talent, my time, my knowledge and thus, make a difference in other’s lives, I have found the answer of why I am here for.

IN MY PROFESSION: I believe that I can be a good teacher when I can GIVE (and give till it hurts). I share my talent, my time and my knowledge to make my students be the best that they can be. However, I must remember that I cannot GIVE what I DO NOT HAVE. Hence, as giving is my life’s value, I need to ensure that I possess what effective learning needs. I am accountable to myself and to my students with what I become as a teacher. If I am committed to this profession, I have to spur myself into positive action towards personal and professional enrichment without waiting for exterior pressure or incentive.

“Bloom anywhere to where I am planted!” gives my life true meaning and strengthens my commitment to my teaching profession. I value my co-teachers. I learn from the wisdom of my senior colleagues. I will rejuvenate myself from the enthusiasm of the new teachers. I will gladly participate in in-service trainings. I will attend seminars and conferences that highlight effective strategies in teaching. I will finish my post-graduate studies. I will continue to establish goals for future enrichment studies. I will be pro-active with myself and not whine and wait. I will seek positive solutions to any challenges that I will experience.

Teacher training is a commitment and a journey. As education is a lifelong mission, I am aware that this is a task thats needs a daily affirmation of my belief in I grow, I give, I bloom!

2007-02-15T06:13:00.000+10:00

CHAPTER 7 BLOG: EFFECTIVE TEACHING

INSPIRATIONS:

Source: “How People Learn”, Bransford, et. al, 2000, pp. 155-189

An effective teacher is one who:

have a firm understanding of their respective disciplines
have knowledge of the conceptual barriers that students face in learning
have knowledge of effective strategies for working with students
provide cognitive roadmap to guide their assignments to students, to gauge student questions
focus on understanding rather than memorization and routine procedures to follow
engage students in activities that help students reflect on their own learning and understanding
sees their work as lifelong and continuing struggle to understand and improve.

THINKING OUT LOUD

Whatever subject it may be (history, mathematics, and science), an effective teacher is one who makes difference in the learner’s life.

Reading this chapter, I remembered so many of my past teachers. There were only a few among them that I seemed to acknowledge as had given a great impact in my life.

My greatest teacher was Fr. Firmochito Dajao - a Salesian Priest, a true friend and mentor. He was my Religion teacher in high school. He was a terrific basketball player and a great painter. I remember that I had poor grades in his class because I was not up to par in his standard for critical thinking. I recalled that his test and discussions were not into memorization. He asked us most of the time how we understand and how we can apply the concepts in our experience. It was all too new to me. I never had been asked by a teacher regarding my opinion and personal understanding. He told us often to reflect and meditate. The most memorable thing he did to our class was when he brought us into the slums and see for ourselves what are hardship, poverty, and moral decay.

Fr. Chito, as we fondly call him, had died in 2001, the year after he presided over my marriage. He taught me the important things in life – relationship, dignity, sacrifice, commitment, personal enrichment, and care for the poor and under privileged. He challenged me to face my fears and to become the best I can be. Whenever I visit my hometown, I always visit his grave and thank him for all the things he had taught me. I missed the day when he died because I was here in Guam already. But I never would forget him for he is always that force which drives me today to strive to be a good and effective teacher.

2007-02-14T23:32:00.000+10:00

CHAPTER 6 BLOG: THE DESIGN OF LEARNING ENVIRONMENTS

INSPIRATIONS:

Source: “How People Learn”, Bransford, et. al, 2000, pp. 131-154

“Different kinds of learning goals require different approaches to instruction.”

“New goals for education require changes in opportunities to learn.”

“LEARNER-CENTERED environment (Diagnostic Teaching) refers to that pay careful attention to the knowledge, skills, attitudes, and beliefs that learners bring to the educational setting – culturally responsive, culturally compatible, and culturally relevant.”

- respect cultural practices on classroom learning and their impact to classroom learning

- respect the language practices of students

-awareness of learners constructing their own meanings – from pre-existing knowledge

“KNOWLEDGE-CENTERED environment helps students become knowledgeable by learning in ways that lead to understanding and subsequent transfer.”

- help students become metacognitive by expecting new information to make sense and asking for clarification when it doesn’t

“ASSESSMENT-CENTERED environment provide opportunities for feedback and revision and that what is assessed must be congruent with one’s learning goals.”

- feedback is most valuable when students have the opportunity to use it to revise their thinking as they are working on a unit or project

“COMMUNITY-CENTERED environment acknowledges people learning from one another and continually attempting to improve and leads students, teachers, and administrators to feel connected to the larger community of homes, businesses, states, the nation, and even the world.”

- the key to learning is the family

- entertainment programs (television, etc.) can educate in positive ways and learned information can be extended through adult guidance and commentary.

- learning can improve principal and teachers work together to define a common vision for their entire school

THINKING OUT LOUD

To be an effective teacher today, one has to be a FRIEND, an EDUCATOR, a CRITIC, and a MENTOR.

FRIEND. This may sound risky for some but a healthy relationship with each student is a must in effective teaching. I need to know my students. It is truly easier to teach them if I know what interests them. I can use these to hold their attention. Knowing their language, I can explain concepts in ways that they can understand. I can extend their learning to meaningful applications into their daily experience. I can anticipate whatever reactions they have for the subject.

In one of my oddest experience in the classroom, I was insensitive of the feelings of one of my students with regards to rabbits. In the first month of this school year, I told the story about how I unknowingly ate rabbit meat. I was still halfway my story when one of my students was crying profusely. Later, I realized that this student have a great love of rabbits.

I converted one of my students to do a science fair project from his persistence in testing BB guns to investigating the best pedaling position when riding a BMX. I really had a struggle of shutting off this student. Until one day, I got a hint from one of our past conversations of this student’s passion for BMX and used this as a next option. I was so relieved that this student painlessly let go the hazardous project.

EDUCATOR. At the end of the day, students should show that they learned. This is the ultimate goal of a teacher. There is no other joy deeper than seeing your student know how to add fractions, learn the first minuet, perform the first drum recital, strum their first song, make a goal from an unselfish team play, and graduate college.

My business as a teacher is student achievement. My profession is solely focused on making my students to be the best they will be. I could use any strategy, any theory, any policy, or any technique. Yet, as all these are just means, the goal is to let these learners find their purpose in life.

I am so lucky to have inspired an excellent student in her choice of career. I was so surprised that this student is pursuing Actuarial Science – a career that I suggested when she was still a freshman in high school. She was sincerely grateful.

CRITIC. The hardest job of a teacher is to show their students their mistakes. This is a very delicate job which needs subtle ways to do as not to destroy a student’s self esteem. Students are like sculpted objects. They are stripped off from unwanted parts in order to show their best.

I corrected students’ wayward behaviors often passionately. Sometimes, I see tears, pouting lips, heavy face, and all the drama. However, ironically, I received more visits and calls from students that I had so many feedback moments. They were thankful for being constructively criticized. They attributed their success from this “sculpting” process.

MENTOR. Teachers guide their students to connect and apply their learning outside the classroom environment. This is a true test on the effectiveness of the goals of teaching. Successful learning is measured on how students are able to make a difference in others, in their community, and in the world.

I would always get a funny reaction when I try to project my students’ bad learning habits into their future. They are thinking of a situation that might happen to them if they will not change. They are made aware that there is a connection of their current decisions and habits to their future. Their future begins today. What they will be is measured what they are today.

2007-02-14T04:43:00.001+10:00

(Note: This blog was inadvertently posted last Feb. 7 to a different blog page when I switched to the new blog account as per instruction of blogger.com. I just copied this blog into this page which is linked to Bloglines.com.)

CHAPTER 5 BLOG: MIND AND BRAIN

INSPIRATIONS:

Source: “How People Learn”, Bransford, et. al, 2000, pp. 114 – 127

“Learning changes the physical structure of the brain.”

“Learning organizes and reorganizes the brain.”

“The more a person interacts with the world, the more a person needs information from the world incorporated into the brain structures.”

“Classes of words, pictures, and other categories of information that involve complex cognitive processing on a repeated basis activate the brain.”

THINKING OUT LOUD

“We are the product of our own milieu.”

Chapter 5 confirms the importance of giving our children the appropriate and adequate environment to ensure sufficient learning. I always question some parents on why they allow their children to get involved in so many activities that make children get too tired to do homework and other school requisites. I sometimes felt that parents wanted just to have a better option for baby sitting.

However, after reading this chapter, I understand that these activities are purposeful opportunities. Even, if some parents might not be aware, these opportunities indirectly enhance the classroom learning. After school, children can experience further stimulation in sports (swimming, martial arts, golf, kayak, etc), in arts (piano, violin, painting, dancing, etc) and in other extra-curricular activities. As a result of involving in these, the children assimilate more information. They truly augment the children brain activity since indulging more into learning opportunities would increase brain growth. As more information is digested and learned, the better brain grown and activity. (opps, what about those milk commercials that profess influence on brain growth). Consequently, they obliquely contribute to school learning.

As long as fatigue is not an issue, I then encourage parents in sending children to significant after school activities. Children need to have more interaction to their environment and learn more while they are young – relate with people, adapt to varied systems of organization and experience and study practical skills. When learned at a tender young age, all these coupled with what they learn in school influence their behavior and thinking process will have last lasting effects and will positively contribute to career success.

Furthermore, in class, I would use materials that will engage my many of students’ senses. Knowing that well-organized information presented through pictures and meaningful words will activate brain function, I must teach interactively. There is no question why children are so enamored with computer games. These excite their senses and activate their brains.

There is a lot to learn from the students’ behavior. I now do not condemn their passion for digital playthings. These commercial toys are affirmations of truly understanding then catering to the children’s ability to learn. I should learn from them. If I do not excite my children in the classroom, for sure, I do not understand how my students’ brain works.

2007-02-14T04:40:00.001+10:00

CHAPTER 4 BLOG: HOW CHILDREN LEARN

INSPIRATIONS:

Source: “How People Learn”, Bransford, et. al, 2000, pp. 79 – 113

“Children have strong predispositions to learn rapidly and readily…they can possibly have early learning and can pave the way for competence in early schooling.”

“To develop strategic competence in learning, children need to understand what it means to learn, who they are as learners, and how to go about planning, monitoring, revising, and reflecting upon their learning and that of others.”

“Children may lack knowledge and experience but not reasoning ability.”

“They attempt to solve problems and to seek novel challenges. They refine and improve their problem-solving strategies not only in the face of failure, but also by building on prior success. Success and understanding are motivating for them – reasons for their persistence.”

“Adults help make connections between new situations and familiar ones for children. Children’s curiosity and persistence are supported by adults who direct their attention, structure their experiences, support their learning attempts, and regulate the complexity and difficulty levels of information for them.”

In order for children to understand information, children need STUCTURE.

THINKING OUT LOUD

“I believe that children are our future.

Teach them well and let them lead the way…”

Children are our future. It is an absolute understanding that children are the future leaders, the future stakeholders of a community, a country, or the world. They are without doubt looked upon with firm hope and positive expectation that they will use their vast potentials to the betterment of others and of the world they live in. The desire to give them the optimum learning condition is so sincere and touching.

However, relative to all these, focus, commitment and concrete action often run short. Some parents provide their children with things that gravely distract them (PSP, GameBoy, Xbox 360, unlimited internet access, etc.). Some teachers underestimate the capability of the youthful mind that they patronize them when they complain with schoolwork and that they (worse) avoid to give them works that will challenge them to think beyond complacency. Government policies laced with political interests create an unstable public educational system that does not support its teachers and that displaces the underprivileged.

If children are our future, if each one of them has great potential and if children have the ability to acquire meaningful and purposeful learning, then they should be taken seriously. Everybody must consider in depth how children learn.

Parents need to know the limits of giving. It is ridiculous to let their children own 2 or more game systems. It is unhealthy to give their children unfettered access to the internet. It is unfruitful to allow their kids to watch TV, and DVDs beyond necessity. All these contribute to the lost of STRUCTURE and FOCUS to learning. They waste their child’s learning opportunities through reading, creative activities, and critical thinking. It is proven that effective study habits results to academic success. Parents need to create a learning atmosphere – consistent study schedule and complete study area.

Teach them well and let them lead the way. Children will learn when teachers teach meaningfully and purposefully. Lesson plans should be design as to consider the pre-existing knowledge of the students and relate this to their life experience. Teaching should present information into organized and meaningful units – clustering. Teachers should guide students to orchestrate their own learning (plan and monitor their success, correct their errors), and should encourage them to reflect and evaluate their own performance. Teachers should employ various strategies that make the students become more involved in classroom activities – a participant not a spectator.

In teaching Math and Science, I incorporate competitive group games that make learning more fun and engaging. My students are into games. They become focused and involved when they are given the same environment. I have small white boards and markers provided for each group into which they write their group answers. They find this freedom very appealing and engaging. Moreover, I used Connect 4, Dart, Mini Basketball, and Battleship in enhancing their learning.

So far, I see interesting and encouraging improvement.

2007-01-31T21:38:00.000+10:00

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:

the degree of mastery of the original subject, (p.53)
the degree to which people learn with understanding rather than merely memorize set of facts or follow a set of procedures, (p.55)
the time given to adequately process the information, (p.56)
the degree of feedback and meaningful applications of the learning process, (p.59)
the learner’s motivation derived internally and externally, (p.60-61)
the context of original learning, (p.62)
the instruction that students represent problems at higher levels of abstraction, (p.63)
the function of relationships between what is learned and what is tested, (p.63)
the ability of the learner to solve a set of transfer problems right after they have engaged in an initial learning task, (p.66)
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.

2007-01-31T18:21:00.000+10:00

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:

Students must read and understand the topic discussed in textbooks and other related works found in the internet and in the library.
Students must learn the governing principles and theories and must be able to explain these in relation to their real-life experiences.
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.
Students must be taught to how to manage information which will connect to other applications such as related subjects - METACOGNITION.
Students must be taught the context of knowledge learned – why they exist, what purpose, and how relevant are these to them.
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.

2007-01-24T15:03:00.000+10:00

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.

2007-01-24T14:21:00.000+10:00

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!

2007-01-17T18:16:00.000+10:00

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!!!