Self - Activity 1 - Summary of Whitaker's Readings

Four ideas contained in the 'traditional' views:

1. Learning is a process that is initiated by others, not by the learner themselves. Therefore, it requires that other persons push learning onto the individual rather than the individual doing it for themselves.

2. Children are empty vessels who are waiting to be filled by 'all-knowing' adults over time. It ignores previous knowledge/ideas that a child already possesses.

3. Success in learning is judged by how quickly and fully a child is able to absorb information passed to them.

4. Children are incapable of charting their own way in life. Teachers are not seen as guides but instead as the ones who crafts a child's world.

Day & Baskett's 10 Guidelines for Designing Educational Experience:

1. Children make a choice to actively participate in learning. While it may be mandatory for them to attend lessons, they must make the choice to participate and learn.

2. Teachers and learners are equal partners in the education process. Both bring experiences and knowledge with them that may serve all involved. When both parties are operating on a basis of respect where the teacher is not viewed as all-powerful, and where students have a say, the education process will be more fruitful.

3. Organized learning relies on the establishment of relationships and trust between teachers and students. Teachers must realize and foster this in order to enrich the collective experience.

4. There must be regular review of actions taken in the learning process. Through reviewing, better decisions can be made for future directions.

5. The process of change (ie. learning) is made more complex in formal learning because it takes place in an organizational setting. There are factors such as the specified structure of programs, policies, and processes which present added challenges in the learning process that are not present in informal learning.

6. Children come to the classroom with different experiences. Some children may react differently to a range of approaches to learning, with some of them finding it difficult to accept help and guidance. In some cases, their confidence and self esteem can be undermined if they ways of working are changed.

7. In developing learning activities, it important to consider and respect the variances in children's social, economic and cultural backgrounds.

8. Teachers must understand what motivates their students to learn. Since students come with different aspirations, it will help the teacher to target areas and craft activities in a way that will target those aspirations.

9. Critical thinking is, well, critical! Teachers must always learners to examine their thoughts about what they learn and to think about the content in more detail that simply accepting it at face value with the hope of passing assessments.

10. Learners are to be encouraged to take responsibility for their own learning. This prepares the student for life-long learning and self-sufficiency. By encouraging critical thinking and personal responsibility in the students, the teacher can gradually decrease the dependence of students on teachers.

What Are Some of the Factors Which Contribute to Learning from Experience?

New experiences are stored in memory with varying degrees of positiveness or negativeness attached to them. If an experience was enjoyable and rewarding then it's positive level increases. If instead it was not enjoyed and did not bring reward to the individual, the experience is remembered more negatively. If learning proves difficult or makes the learner feel incompetent, then the learner is more likely to view that learning experience negatively and be less inclined to participate in that particular area or similar areas again. Therefore the motivational and emotional factors affecting the learning process must be carefully addressed.

Eight Factors That Influence the Process of Learning

Personality – This is how children view themselves based on the positive learning experiences they have had, both formally and informally.

Aspirations – Learners are encouraged to reflect on what their goals and desires are and they are encouraged to pursue them and to see the relevance of curriculum of the school in helping them to progress to those things.

Needs – aside from course content, students ought to be given emotional and psychological support and encouragement to help them build self-esteem and the wherewithal to achieve their learning potential.

Relationships – the collaborative skills of learners should be engendered amongst themselves. Further, the teachers should foster a mentoring partnership with the learners to ensure continuous development takes place.

Interactions – learners ought to communicate with their peers and teachers about the learning process. In examining the challenges, the positives and what they have achieved, they become aware of the development taking place in their abilities.

Values – an attitude of value and respect for education must be developed in learners. This would encourage them to be active life-long learners who take responsibility for the learning and who strive to enrich their lives through education.

Behaviours – Learners should be encouraged to take responsibility for their learning, the choices they make and consequences of those choices. They should be supported in this process by the teacher. This kind of awareness of their personal responsibility for their learning and their lives is important to their development as mature adults.

Experiences – Learners should be given the opportunity to engage in experiences that reflect their learning in a practical and meaningful way that shows the relevance of what they are being or have been taught. The positiveness or negativeness of these experiences will inform their future choices in learning behaviour.

Self-Activity 1.4 - Myself as a Learner.

I learn slowly when a lot of reading is involved.
I learn quickly when I view documentary films.
I find learning easy when I am interested in the subject matter, when the instructor has an easy presence, and when they stimulate my thinking.
Learning in groups is not my method of choice.  I like to toss ideas around from many vantage points and this can be tedious in a group setting, not to mention lengthy.
Learning from books is challenging since I have a very active mind.  Staying focused is very difficult.
I learn well from someone who is enthusiastic, clearly knowledgeable, empathetic, and encourages critical thinking.
I enjoy learning when its something I'm interested in, when its intellectually stimulating and especially not mainstream topics.
I find learning difficult when when I'm not interested in the subject matter, and when heavy reading is the main source of information.

[UNESCO (1993)]

Self Activity 1.3 - Old vs. New Learning Paradigm Principles

The old (traditional) learning paradigm principles are listed.  Below each is a new paradigm principle based on my interpretation of the readings in the first two units.

Old:  Emphasis on content, acquiring a body of right information.
New:  Emphasis on relevance and learning for life.

Old: Learning as a product, a destination.
New: Learning as a process, as 'how to'.

Old: Hierarchical and authoritarian structure. Rewards conformity, discourages disagreement.
New: Teacher and students as partners in learning.  Embracing differences and encourage critical thinking

Old: Relatively rigid structure, prescribed curriculum.
New: Flexible structure that is cross curricula.

Old: Learning determined by learner’s age.
New: Learning determined by abilities and learning styles.

Old: Priority on performance.
New: Priority on comprehension, participation and interaction.

Old: Emphasis on external world. Inner experience considered inappropriate in school setting.
New: Emphasis on self-conceptualization.  Helping students to identify who they are so they can better understand their own learning process.

Old: Guessing and divergent thinking discouraged.
New: Students encouraged to think outside the box and to rationalize their thoughts.

Old: Emphasis on analytical, left brain thinking.
New: Encourage both analytical thinking and creativity, embrace dreams.

Old: Classroom designed for efficiency, convenience.
New: Classroom designed to immerse students in ideas and learning.

Old: Education seen as a social necessity for control.
New: Education seen as a means of enriching the lives of members of society and a means of liberation from the established boxes of thought.

Old: Teacher as instructor and imparter of knowledge.
New: Teacher as guide and partner in the learning partner in the learning process, assisting students on their way to revelation.

Module 1 - Activity 1

Activity 1 required reflection on my development as a teacher.  

In the past I have taught informally, usually no more than a small group of students at a time and perhaps most notably, within the framework of a paramilitary group.  At present, I am into my fourth school term as a secondary school teacher and it has been interesting and very challenging; so much to learn about teaching my subject (music) in public school, and so much to learn about teaching on a whole!

In reflecting on my first year, I knew that things were not going as well as I hoped so I sought the advice of more experienced teachers in my field on their approaches.  It was suggested that I incorporate more games as ways of immersing the students in the concepts being taught and reinforcing those concepts. Using these approaches in this past term, I was stunned by how the level of student engagement rose. I realized then, just how different my own learning style was from many of my students. In my own learning, I've loathed games and activities that forced me to be 'visible' in classes. I preferred lectures and explanations that examined the material from every which way so I could understand clearly. During this past term, I found some students that shared that approach, but most were only too happy to be learning through games, even the those students who were always 'trouble makers' before. In some instances, concepts were received with far less challenges than the previous year.

Incidentally, the module that we were doing as part of the ICT course during that term, was discussing the need to recognize that students come to us with different intelligences, experiences and learning styles that affect how they learn, and the need for us to take that into consideration at the planning phase and throughout the learning process when we teach, assess and make new decisions on what courses of action to take. So, I believe the last term has been very beneficial in colouring my outlook on delivery.
A common theme among the other group participants in this course is that of seeing things from the students' perspectives, i.e. understand the cultural background, socialization etc of the students as this helps guide the teacher on how this affects their learning and how interactions can be fostered to relate material to the students.  Also, students bring knowledge and experience to the classroom, they are not empty vessels.  Students can even bring across concepts to other students in a way the teacher may not, thus helping the students to understand/relate to concepts even more.  In addition, students can become more enthusiastic and organized if they are given various tasks in the day to day operation of the classroom.
There is a lot to learn yet.  Observing other teachers, researching methods, and thinking critically about the differences in the student makeup, can help me to better meet my students' needs.

New Module - Module 1

Well it's another new year. 2014 has begun.  For us in St. Vincent & the Grenadines 2013 has ended tragically and 2014 has begun on a troubling note.  What has been called The Christmas Eve Rains, has resulted in the deaths of at least nine people; from children to he elderly, including a family of five (spanning three generations).

As this year dawns, estimates of damage is in the hundreds of millions of dollars.  With the economy already in poor shape, the next few years look very troubling indeed.

It's back to the classroom.  New top management this term.  A busy term ahead too, sports and other activities in addition to new policies and strategies from the top.

Of course, the ICT course has also resumed.  My previous module on Assessing was really good and I found it very applicable immediately.  This new module 'Learning, Teaching and Thinking with ICT" seems to be reading intensive.  I'm not looking forward to all that reading.  Oh how I wish some of these readings could have been audio tutorials.  With a mind as over active as mine, academic reading is such a lengthy process.  These 2-5 hour readings can only be done in short bursts and would easily take me twice as long to get through.  Has to be done though.  So between school and instrumental practices, the reading and activities have to get done!

Hoping for continued positives going forward with the course and hope all my course mates would find this module of benefit and complete it successfully.