How can learning be effectuated by a teacher?

As teachers we need to make learning real and meaningful to our students. So much of what our students learn in school can be so abstract. If we want our students to be motivated to learn we have to attach meaning to the things which we are teaching. Our students need to be able to recognize how what they are learning can benefit them and how they can use it to improve their own quality of life. Students constantly ask the question, "When am I ever going to use this?" If we are creating meaning for our students as we teach them, they can answer this question for themselves.

We can make learning meaningful by applying the principles that we have learned from the various learning theories we have studied. Each of these theories seem to suggest ways that we can attach meaning and context to learning. Also, these theories provide ways for us to help our students take ownership of their own learning, and when students can do this they can be motivated to find meaning in what they are learning. We should engage our students in learning activities that will challenge and lift them to greater heights of learning. Essentially, we need to be teaching our students how to teach themselves and become competent, self-motivated, and independent learners who can tailor their learning to meet their own needs and aspirations.

My answer to how teachers can effectuate learning has evolved immensely. At the beginning of this course my answer to this question was simply that a teacher needs to be there for his or her students. However, I don't know if I could have really described what "being there"meant. I now believe that "being there" means teaching your students how to rely on themselves and their learning abilities. As they learn to do this we can be there to provide feedback and encouragement and guide them as they lead themselves.

What is Learning?-Extra Credit

Learning is the process of connecting existing knowledge with new knowledge and finding meaning and application within that connection. For example if I would like my students to learn to use graphic design principles when creating various graphics and layouts, my students will first need to determine what they already know about graphic design. They can then use what they already know and connect it with what they learn about graphic design principles. As they make these connections they should be able to find meaning. What I mean by finding meaning is is they are able to see why this knowledge is important and how they can use this for their own growth and benefit. The students should be able to determine what graphic design principles mean to them and how they can use them for their own refinement and development.

In my first attempt to define learning I believe I defined it as the connection of prior knowledge with that of new knowledge. Throughout this class I have begun to realize that attaching meaning to what one learns is probably the most important part of learning. We should be able to recognize what learning a particular subject can mean for us, how it can refine us, and how we can apply this knowledge in authentic contexts of life. If we can't use it or make it meaningful ourselves, then why learn it?

Social Constructivism-How can learning best be effectuated by a teacher?

As teachers, I think that we need promote independent learning in our classrooms as much as possible. More often than not, we continually try to spoon feed knowledge to our students, rather than allowing them to discover it on their own. We need to take a step back from our role as a teacher and become more of a learning assistant. We need to allow our students to take ownership of their learning and then make ourselves available to our students when they feel they have reached a point where they can progress no further. We can then be the person the student goes to help refine their understanding.

Social Constructionism-What is Learning?

Learning is using the best of what you have of your own abilities to acquire new knowledge, and then seeking outside resources to refine and perfect your understanding of that knowledge. Far too often we a spoon fed information and don't take the opportunity to use our own ability to be and independent learner. I think we would be amazed at what we can learn if we really pushed our own learning abilities.

An example of this is with the media. I think the media is always trying to spoon feed us information and we accept whatever they give us. Rarely do we take the opportunity or time to do research on our own. If we did do this, maybe we could find come to our own conclusion on various issues. We could then test the accuracy of our conclusion by consulting with others who might be an expert the the topic that we are studying.

Week 13: Bruner-How can learning be effectuated by a teacher?

As teachers, we can help our students understand abstract ideas by allowing them to experience concrete ideas. These concrete ideas need to be representative of abstract ideas. As the students experience the concrete, we as teachers need to help them to connect the concrete representations with the abstract. As we do this, students will continually spiral to higher levels of understanding.

Since most of the material that my students learn requires using a computer, students are confronted with abstract ideas all the time. They have to be able to understand the processes a computer goes through to compute information. I constantly have to find ways to provide students with concrete examples that effectively represent the abstract. I find that the more hands on experience I give my students, the more likely they are able makes connections and understand the abstract subject matter.

Week 13: Bruner-What is Learning?

Based on Bruner's theories of learning I would define learning as the refinement of knowledge. I agree with Bruner's hypothesis that any human being can learn something about even the most abstract of ideas at any age. I think when we are learning something new, we start with what we know and as we have direct experiences with the topic at hand, our knowledge evolves to a higher level of understanding.

As a teacher of Mulitmedia, every year I get students who have very little knowledge of computers let alone multimedia, and I am always amazed to watch their understanding evolve throughout the school year. As these students have direct experiences in multimedia, they start to make connections with what the knowledge that they brought to the class. Gradually over time and with enough exposure to multimedia, they make connections and are able to learn and create actual functioning multimedia.

I think this is what Bruner meant by his hypothesis. Everyone brings knowledge to the table, and given enough exposure to and experience in a certain subject, connections will be made and knowledge is gradually refined to higher understanding.

Week 12-Situated Cognition: How can learning best be effectuated by a teacher?

Teachers can effectuate learning by providing students with meaningful hands-on learning experiences. For example, if I wanted to properly teach my students the process of applying for a job, I need to create activities that allow them to experience this process. I could have them actually look for a job online or in a newspaper, fill out a job application, create a resume based on their skills and experiences, and participate in an job interview. By taking the students through these activities, they are not just being told the process, they are experiencing it. Through these experiences, they can become accustomed to the job application process and see and experience it for themselves. I believe by allowing the students to do so, they will be able to remember and do what they need to and will therefore be all the more prepared when it comes to applying for a job. I think this is what is meant by situated cognition.