Surprisingly I find little--by little I mean nothing--has changed about my core definition of learning: the process through which understanding replaces ignorance. However, the way to make learning more meaningful, which focuses on the role of the teacher in learning, is ever growing.
Therefore, the following example paints a picture of what schema theory has added to my opinion of the role of the teacher in learning: This week, my lesson plan talks about a technique used to understand the words of Isaiah. I found it very beneficial when another teacher demonstrated it, though not until now did I realize that it was a form of schema theory. The lesson takes a couple chapters from Isaiah quoted in the Book of Mormon, and compares it to a modern courtroom experience with a plaintiff and a defendant, and a broken contract. As students of all ages often find Isaiah difficult to understand, the teacher plays a pivotal role in helping students understand his writings by seeing how it can be applied to today or something else familiar to them.
Subscribe to:
Post Comments (Atom)
Justin, this is the first time I think I have commented on your blog, so immediately you statement on your believe in the meaning of learning caught my attention. Learning is the process through which understanding replaces ignorance. I really like that definition. It is one that I haven't read on another blog. I do have a question; if someone is well learned does that necessarily make him free of ignorance? Your statement really got me thinking about people around me whom I consider well learned. It is difficult to answer this question unless, in my opinion, you isolate the facet of learning you want to measure. I would love to hear what you think about this.
ReplyDelete