CEP 800: Learning in Schools and other settings
Through a focus on behaviorism, multiple types of cognitivism, and socio-cultural perspectives, this course offered me the opportunity to explore the various settings in which learning occurs and the impact of personal experiences to formulate my Theory of Learning.
Authority in the Classroom
One impactful area explored in this course was the exploration of the question "Who is in charge?" regarding the role of authority in a classroom. In an elementary classroom, teachers are typically viewed as the point of authority in a classroom, but this is something that I disagree with and frequently have to defend myself over. I think the students are just as much in charge of the outcome of a classroom as the teacher. The teacher is there to have a plan and make sure that the class accomplishes the tasks and learning that is needed; however, the way that learning occurs should not solely be in the hands of the teacher. A teacher cannot force a child who does not want to learn something to learn it. We can force them to write a paper, take a test, or complete an assignment. However, completing it does not mean that they learned from it. I believe when students are given the authority to voice their opinions, and the teacher takes their opinions to heart when planning, the most impactful learning occurs, and that learning is far beyond content knowledge.
One impactful area explored in this course was the exploration of the question "Who is in charge?" regarding the role of authority in a classroom. In an elementary classroom, teachers are typically viewed as the point of authority in a classroom, but this is something that I disagree with and frequently have to defend myself over. I think the students are just as much in charge of the outcome of a classroom as the teacher. The teacher is there to have a plan and make sure that the class accomplishes the tasks and learning that is needed; however, the way that learning occurs should not solely be in the hands of the teacher. A teacher cannot force a child who does not want to learn something to learn it. We can force them to write a paper, take a test, or complete an assignment. However, completing it does not mean that they learned from it. I believe when students are given the authority to voice their opinions, and the teacher takes their opinions to heart when planning, the most impactful learning occurs, and that learning is far beyond content knowledge.
Authentic Learning
The past academic years have shown us just how much learning takes place outside of a classroom or school building and how capable (when technology is accessible) the classroom can be expanded past the four walls of a classroom. In this course, we read an article by Cassie Quigley that focused on bridging in and out of school experiences. In this article, Quigley outlines four components of authentic learning.
The past academic years have shown us just how much learning takes place outside of a classroom or school building and how capable (when technology is accessible) the classroom can be expanded past the four walls of a classroom. In this course, we read an article by Cassie Quigley that focused on bridging in and out of school experiences. In this article, Quigley outlines four components of authentic learning.
- The activity involves real-world problems that mimic the work of professionals in the discipline.
- Open-ended inquiry, thinking skills, and metacognition are addressed.
- Students engage in discourse and social learning in a community of learners.
- Students are empowered through choice to direct their learning in relevant project work.