Therefore, teachers will do well to remember the value of action in their lessons, or student participation. Participation allows student to act, which allows students demonstrate knowledge, and gain confidence in their ability to perform that learning again and again.
Wednesday, October 14, 2009
Week 8: "What is learning?" and "How can learning be best effectuated by a teacher/trainer?"
Learning is the process through which Understanding replaces ignorance. Something Piaget said in his article from this week concerning the term operation struck a chord with my definition of learning. He mentioned that "to know an object is to act on it." (Piaget, Cognitive Development in Children, S8). I agree that a physical action or operation demonstrates the acquisition of some form of development, which explains learning, according to Piaget. I might understand a concept concerning making cookies, but until I actually make cookies, I don't have confidence in knowing that concept. Confidence seems to result from some form of action regarding a concept. It doesn't mean that I have to experience a broken arm to know it hurts. I know it hurts because I have experienced other bodily pain and I can make the connection . Some form of action has occurred.
Therefore, teachers will do well to remember the value of action in their lessons, or student participation. Participation allows student to act, which allows students demonstrate knowledge, and gain confidence in their ability to perform that learning again and again.
Therefore, teachers will do well to remember the value of action in their lessons, or student participation. Participation allows student to act, which allows students demonstrate knowledge, and gain confidence in their ability to perform that learning again and again.
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Making cookies analogy was very appropriate to the terminology you shared from Piaget's article. I know I commented on your lesson plan, but I clicked into your blog just to see what you would have written after forming your lesson plan (sorry). However, you comment at the end really intrigued me. What if a student has no desire for student participation? Example: I assigned a chapter out to six groups of students. Some students in each group were willing to do everything I asked them to do. Others wanted to mess around and "get class over with." But one particular girl was really kicking against the pricks concerning this assignment and she even said to me, "I don't get why your making us teach this to the class. YOUR the teacher. It's YOUR job to teach." According to you, "Participation allows students to act" which precedes knowledge and confidence. She isn't a dough-head student who hates seminary. She's actually one of the smarter ones, so it wasn't an excuse to not do the assignment. She really was genuinely bothered by what I had asked her to do. Any thoughts?
ReplyDeleteJustin,
ReplyDeleteThe same passage from the reading stuck with me. Students must act on the material and information for it to be meaningful. I agree that doing brings confidence with the skill set. As a former coach, I made my girls practice skills again, and again, and again until it was natural and easy. It would be interesting if we took this approach in our classrooms. Maybe our students would be more confident and acurate with their academic skills too? I feel fortunate as a science teacher, the content lends itself to hands-on and experimental learning.