#1
Basically, early in the 20th century, much of the studies of learners had to do with how the teacher was affecting the learner. Later on in the century, the cognitive development of the learner became the focus, rather than the effectiveness of the teacher. Therefore, instructional design was modeled after strategies that would assist the learner in the processing of information and how they applied their knowledge. To me, it seems they began to shift their focus on how to promote higher level learning. It is one things to be able to regurgitate information, and another thing to be able to truly understand and apply what one is learning. I have always been fascinated with the Montessori School, it is very learner-centered and a lot less structured than the average private or public school. There are no exams, and there is a much more holistic approach to learning. It really reminds me of Atticus Finch in To Kill a Mockingbird - his children are constantly questioning him and wanting answers to questions, but instead of telling them what his beliefs are and how to think, he socratically (I think I just made up a word:) allows them the opportunity to forge their own beliefs and own way of thinking. It is nice to think that as educators we can just teach the content - but that really is too easy. The challenge is - and the challenge should be - that we are constantly experimenting with new ways to encourage our students to own their learning, and how to apply what they are being taught.
Ashley Evans,
ReplyDeleteThanks for sharing your lesson ideas and relating your answers to books and movies. It gives me a new point of view. I agree that group work fosters intrinsic motivation and comes from a constructivist’s model. The lesson seemed authentic and relates to everyday life which deepens the engagement of the learner.
I am also glad that many lesson designs are moving away from the behavioral approach and to the constructivist model. The constructivist model is learner centered using the teacher as the “guide on the side” instead of the “sage on the stage.” I agree that as educators, we cannot just give the students information and expect them to comprehend and transfer the knowledge to the real world. We must design lessons in a manner that encourages problem solving using real-world application. This will allow students to discover information and apply it to the problem.
Sara Dalton