| Saturday, March 24, 2007 |
| How Students Learn |
Thoughts on “How Students Learn”.
How students learn, is a fundamental question, theorists in every field contemplate. What is even more amazing is the fact that assumptions on learning are continuously challenged, yet there are no agreements, only new perspectives are formed. Learning is not a new concept, for example, centuries ago, Plato, Socrates and Aristotle (The Academics) shared different opinions, According to Philip Stokes (2003) in Philosophy 100 Essential Thinkers, Socrates believed that learning resulted in critical reflections (questioning), Plato thinks there is one ideal way of learning and Aristotle was a believer in observation and classification (pp 20 – 24). Behaviorists, Constructivists, and the Cognitivists all share different views on how students learn.
While it is no surprise that Langer (2003) had added to this group, it is of concern that she thinks that she is able to “impart a little knowledge about how students learn” from a psychology approach. Four concepts are highlighted, structuring information, perceived control, deleterious consequences of helping and the causes of mindlessness. These four concepts point to choice, active learning and doing with creativity, all views of the constructivists.
One’s thought would be, why would Langer challenge the concept of learning, only to repeat assumptions taken from the Constructivists, Aristotle and others? A major reason for this is the fact that understanding how students learn seem to continuously baffle educators. It is not a quick fix, and what works with one student does not work with another. For students to master standardized tests, and other forms of assessment, that pin points the success of an institution, students learning is always going to be the focal point in education. One can then understand the importance of Langer’s reminder of what works and how best we can reach some students.
Reference
Stokes, P., (2003). Philosophy 100 essential thinkers. Enchanted Lion Books. New York. |
posted by Marcelle Gilkes @ 7:07 PM  |
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| 3 Comments: |
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Marcelle, it is interesting to me that anyone would equate standardized testing with assessment of student learning. Yet, as you state, institutional effectiveness is being measured by the results of such tests. At best, they measure abilities in the verbal-linquistic logical reasoning domains. At worst, they measure an individual's ability to pick the right answer based on coaching, "teaching to the test", and other test-taking strategies. Sadly, standardized tests are here to stay. They are a quick (and might I say dirty) method of data collection that does not serve to help students reach thier potential at all.
Zaria
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Wednesday, March 7, 2007
Test and the Middle School - Where is technology?
Educators are continuously creating new techniques for testing. Teachers on the other hand are faced with tests that do not measure the level of teaching in the classroom. To this end, teachers teach toward or for the test.
Presently, the mathematics test is one week away in the state of New York, March 15, 16, and 17, and that is exactly what is going on. Teachers are teaching (including self) toward the test. Where is technology? It is definetly not integrated among a group of middle school students whose nature can be examined by exploration and independence. (According to Piaget's Cognitive Development) There is drill and rote learning, which impacts upon student a sudden grandeur, promotes forgetfulness, and consistency is removed.
If technology was considered as a true effective learning tool, Educators would recognize its impact upon continual learning and the need for sudden and isolated math drills and concepts lecturing and practice would be seen for what it is, futile and damaging. Technology teachers and Technology Educators face a battling academic journey in the liberation and usage of critical thinking skills through exploration and discussion among their peers. They must lead other or Non-tech Educators to see beyond machines and equipment that can act up when needed and those that can be obsolete before the delivery date. When technology integration become an integral part of the educational systems, teachers will not have to teach for the test.
Reference
Cerf, v., & Schutz, C. (2002). Teaching in 2025: Education and technology transformed. Retrieved May 6, 2006 from http://www.technology.gov/reports/techPolicy/2020Visions.pdf
Goldsborough, R. (206). Mastering Computers: Predicting the future of information technology. Techdirections.
Posted by Marcelle Gilkes at 9:18 PM 7 comments
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Test and the Middle School - Where is technology?
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Marcelle, it is interesting to me that anyone would equate standardized testing with assessment of student learning. Yet, as you state, institutional effectiveness is being measured by the results of such tests. At best, they measure abilities in the verbal-linquistic logical reasoning domains. At worst, they measure an individual's ability to pick the right answer based on coaching, "teaching to the test", and other test-taking strategies. Sadly, standardized tests are here to stay. They are a quick (and might I say dirty) method of data collection that does not serve to help students reach thier potential at all.
Zaria