What does it mean to learn? Include thoughts on the definitions and conceptualizations of knowing and understanding.
As I began to reflect on what it means to learn, I decided to try and asses my own prior knowledge about the learning process before I read and listened to what the experts had to say in this week’s readings. Here’s what I started with:
- Learners start by bringing their own perspective (culture, previous experience, prior knowledge, learning style, etc.) to new learning tasks. The personal nature of learning means everyone’s process is different. There is a social context to learning; it doesn’t happen in a vacuum.
- As new information is presented, learners seek to understand it though their unique lens. Often there is a period of uncertainty or grappling with the information (what Piaget would call “disequilibrium”), as a learner tries to assimilate new knowledge with what s/he already knows.
- Knowledge leads to understanding. That is, a grasp of the facts can lead a learner to hook those facts onto what s/he already knows, and make meaning out of the new information.
- It is only when a learner has made new information (or knowledge) meaningful to herself by interacting with it in a meaningful way, that true understanding can occur.
Post-reading, my initial thoughts are mostly the same, but a bit more clear.
(Also, I want to marry Sir Ken. Don’t tell my husband. Brilliant.)
I agree with Wiggins and McTighe (2006) that “knowledge” constitutes the facts, and that knowledge leads to “understanding,” or the deeper meaning of the facts. I would add that knowledge might also include what a learner already knows or assumes as they encounter new information. Wiggins and McTighe and Bloom all put a higher priority on understanding over just knowledge, as does one of my favorite educational thinkers, Eleanor Duckworth. In her fabulous book, The Having of Wonderful Ideas, she states: “Knowing the right answer requires no decisions, carries no risks, and makes no demands. It is automatic. It is thoughtless” (Duckworth, 2006). I believe what Duckworth is saying (and I think Bloom, etc. would agree) is that providing learners the opportunity to interact with information—to experiment, to predict, to explore assumptions and test out theories—is a key link in the chain of understanding. Without the chance to construct meaning out of knowledge, the knowledge is sort of useless. I appreciate also Wiggins and McTighe’s point about incorrect knowledge or a misunderstanding of the facts as useful tools in helping learners gain a deeper and truer understanding of new material.
If you believe Sir Ken (and I do), it seems that this critical process of using knowledge to give rise to understanding in a personalized way is not happening in our schools, in general. With an emphasis on standardization (of curriculum and assessment) and un-differentiated learning, it’s no wonder students are turned off. As a school librarian, I am excited about the opportunities I have to interact with students a bit outside of that standard paradigm, and help support them as they learn about what they’re interested in.
I love the Duckworth quote. I have been thinking a bit about whether or not knowing is enough. The thing is I think there is a lot of things we know, and fewer that we understand. And it seems to me in some situations maybe the knowing is enough.
ReplyDeleteAlso I think there is an interesting conversation between the personal learning and construction of knowledge (understanding) and the social. Consider the difference between constructionism and constructivism - Constructionism holds that meaning is socially constructed through interaction between individuals and the world around them. Constructivism is a paradigm that asserts “that realities are social constructions of the mind, and that there exist as many such constructions as there are individuals (although clearly many constructions will be shared)” (Mills, Bonner, & Francis, 2006). The interplay between the social and the personal is hard to wrap by mind around.
Rebecca you have broken down and layered your response to the big idea #1 question in a clear and concise way. Your ideas surrounding how people learn is tied to their cultural perspectives and experience was insightful.
ReplyDeleteI agree with you that Sir Ken really hit the concept of individualized learning paradigms right on the head. I highly recommend watching the PBS video "Digital Media: New learners of the 21st Century" as the scholars who are interviewed put into context and takes this theme one step further from what Sir Ken asserts in the TED video.
Rebecca,
ReplyDeleteThanks for such an articulate consideration of this big idea question. I, too, found the Duckworth quote to be spot-on. Perspective and world-view are concepts that I believe aren't always considered in curriculum development - that the cookie-cutter approach to education is believed to be good enough. But these as well as learning styles are concepts that need to be considered in curriculum planning. Not everyone learns the same...not everyone values the same things to be learned. Thus, the same approach fro every student is destined to fail.
I agree that perspective is very important in planning instruction. What might be relevant in teaching about agriculture in Lincoln, Nebraska might not need to be emphasized in Dallas, Texas. However, with globalization and the proliferation of the internet, do you think that the number of perspectives has decreased? Or is it simply easier to express one's point of view?
ReplyDeleteI think that, with the advent of the internet age, the number of perspectives have actually increased-- or at least the ability to express one's perspective has increased. Rather than relying solely on centralized sources of knowledge, information is widely accessible in a variety of formats. Every 13 year old with a Facebook account can express their perspective to the world. My question is, how can we integrate all of these perspectives into new education models?
ReplyDeleteIt's difficult to integrate all types of perspectives when planning curriculum, but it's possible (and encouraged) to enrich instruction by inviting students to share their perspectives in the classroom.
ReplyDeleteGood point Rich, but how can educators provide individualized instruction in a classroom setting? Apart from using educational software, this task is very difficult to do, espcially when assessments limit an educator's creative freedom and time.
Leslie, I completely agree that individualizing instruction in the classroom is hard. But I wonder if more resources, professional development, money, etc. was devoted to helping teachers accomplish this, rather than testing everyone all the time, we could move closer to a more individualized experience.
ReplyDeleteIn terms of individualized instruction in the classroom. I agree, that this is no easy task. However, it has been my experience that when the teachers and parents work together to make individualized instruction happen it can actually benefit all those involved, especially the student who may be struggling. I think the extra hard work and time has the potential of relieving a lot of stress with the added bonus of the student's success in school.
ReplyDelete