The readings from week one brought new insight into the ideas of learning and understanding. Bransford et al. (2000), explain the ideas behind learning, understanding, and conceptual change in the world and in the classroom. So the question is "what does it truly mean to learn and understand?"
What does it mean to truly learn something? This question is one that all educators are asked at some point throughout their careers. When exploring this, teachers begin to be aware of how complex learning is, modify their approaches for different learning styles, and demonstrate their comprehension of a topic for absorption. It is about how teachers reflect on the art of learning, improve understanding, and adapt to the changing world in their practices.
So, how do teachers do this? When it comes to learning, teachers have to reflect on what their students know and how to allow them the chance to practice with new topics. My students learned about World War I and how that conflict changed European borders. They learn about the main events before coming into my classroom and can explore more within the new material they learn. Bransford et al. (2000), mentions that students bring in prior knowledge, and teachers must dive deeper into concepts while giving real-life examples (p. 16). What does that look like?
For instance, I know that my students have a general understanding of a topic from prior grades, so I teach in-depth when they enter my classroom. If I were to teach about the causes of World War I, I would explain each of the five causes but show the connections and domino effect of how they are all linked through a timeline. This would look like teaching my students the MANIA (Militarism, Alliances, Imperialism, Nationalism, and Assassination) acronym. Then they could choose a cause and explain how it impacted the start of the Interwar period using digital resources.
Yet, as educators, we must reflect on our practice and revise for the future. So how does that work? I make sure to design my lessons to the needs of my students. Bransford et al. (2000), explain how teachers' methods can allow students to see connections within the material when teachers use techniques that guide them to see the bigger picture (p. 36).
In my classroom, I use digital graphic organizers that can be used to take topics and organize the core ideas. Double bubble maps work great in history because you take one historical event and break it down into multiple perspectives. This helps students begin to see the patterns with the help of a visual and real-life representation.
Screenshot of a digital graphic organizer I use in my classroom.
Using what they have learned, how can students showcase their understanding? Students can take what they have been taught and apply it with more content. But, we must think about how we teach and connect the material to our students. When designing lessons, teachers must remember that students typically learn something new, and we need to fill in the gaps.
But somehow, we still question where our learning will take us. As you learn, you bring in new ideas, and those thoughts change your thinking to see how things are connected. Bransford et al. (2000), describe the idea of “transfer” and how to apply it to your initial thinking (p. 61-62). So how can one connect the initial learning and more material?
At my school district, I am part of the district curriculum team for social studies. I work with other teachers to design our curriculum and structure learning K-12. This opportunity has shown me how students learn different topics and how they build on the knowledge throughout their schooling. Students ' initial learning is the foundation taught at the younger grade levels, and we build on it at the high school level. They should be able to draw connections to prior learning experiences.
So what is the difference? Learning is about what knowledge you gain through experiences. For instance, this is what information you gain over time. But how do we know if someone has that “aha” moment? Understanding is about comprehending the concepts and being able to apply them. Bransford et al. (2000) mention that students need to be able to apply what they learned build on it over time, and demonstrate their comprehension of it (p. 62-63).
For the future, I am learning and understanding concepts within the field of educational technology. As I am learning new ideas, I can discuss topics and get feedback from field experts to help me comprehend tools that can transform my teaching. I can apply this to my teaching to improve and transform my student's learning experiences, especially with QuickFires and hands-on learning experiences.
Learning and understanding are complex and even more difficult to explain. It is about the journey to take something you might have learned when you were little, being able to grow your comprehension and change your perspective.
References:
Bransford, J., Brown, A.L. & Cocking, R. R. (2000). How people learn: Brain, mind, experience and school. National Academy Press. http://www.nap.edu/openbook.php?isbn=0309070368
Musallam, R. (n.d.). 3 rules to spark learning. [Video]. TED. https://www.ted.com/talks/ramsey_musallam_3_rules_to_spark_learning/transcript
National WWI Museum and Memorial. (n.d.). Classroom Materials Retrieved August 7, 2022, from https://www.theworldwar.org/education
National WWI Museum and Memorial. (n.d.). Interactive Timeline. Retrieved July 23, 2022, from https://www.theworldwar.org/interactive-wwi-timeline
UDL Tech Toolkit. (n.d.). Graphic Organizer. Retrieved July 23, 2022, from https://sites.google.com/view/freeudltechtoolkit/graphic-organizers
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