EDS 103 Theories of Learning

Labor my knowledge

lego head

I would love to watch a real classroom scenario wherein vibrant discussions among students are ongoing, wherein students are encouraged to formulate their own thoughts about a certain topic and share their questions, analysis and discoveries with their classmates. I could just imagine the energy each student has that is vibrating within the walls, those bright eyes that eagerly observes what is happening around them and their ears that is so attentive to each other’s comments. These are students who would not accept textbook information as their over-all knowledge, these students would not allow knowledge from teachers to be just injected to them.

how does it workBefore they reached that point of being their own source of knowledge, motivated individuals who are discontent of plain teacher-centered teaching, there were once children who went through different growth levels. As they were growing different pieces of information with the help of their own environment are being added to their existing knowledge. As they were trying to make sense of things in their environment some things are very easy to understand but there so much that they could not easily grasp as well, so they go through assimilation -> disequilibrium then finally, accommodation.

tutoringAs a child continues to grow he or she would need a help to do some tasks or understand some information that is just a little bit advance for him or for her. Now this part is crucial for a learner, remember at the beginning of this journal I was talking about students who are the drivers of their own knowledge, who construct it and not absorbed knowledge from someone else. I believe that we could initiate the mindset of each child to construct their own knowledge from the moment we started assisting them. When the assistance we give encourages the child to think, leads the child to the path of discovery and triggers the mind of a child to analyze images, objects and ideas  then, this is where independent learner starts. At a very young age the child is exposed to the practice of I-will-labor-for-my-own-knowledge and the child will think that my-teacher-is-my-support not my source of knowledge, and if this is continued throughout he or she whole child growth then we all know that he or she will be an independent learner. But if instead of exposing the child to this kind of learning environment, the child is exposed to too much assistance causing the child to observe how tasks should be done and to just passively sit and listen to the teacher now this style creates dependent students. He or she will be feeling lost and frustrated that she could not do things on her own. I believe that the child could still learn but will not reach his or her full potential because of how he or she was exposed to learning.

constructivistMaybe this is something that we could ask ourselves, how were we guided and helped by our parents, siblings and teachers when we were growing up? How did we get our knowledge when we were still in school? How is our mind being shaped now that we are adults?

What we have read about this module is a good knowledge to be added in our minds but, could you say that laboring for your own knowledge is good for you? Or for you it’s better to be fed by textbooks, teachers or whoever you think is credible? I could see the appeal why one person would choose textbooks, teachers and any credible person; it saves time, money and energy, information would more likely be accurate anyway, maybe the person is already contented with his current knowledge or maybe with his or her lifestyle does not need so much information and etc.

We can’t change how we were assisted or how we were taught when we were students, but we can definitely offer something better to our students, something to many of us did not experience, it’s the “sense of being empowered”, when we let students to be laborers and drivers of their knowledge we are empowering them to empower themselves to learn what they need, to maximize their abilities in building up their knowledge. When our assistance is initially based on the child’s ability and guides them to reach their full potential at any given growth level, when we provide activities for kids to challenge what they already know then we know that as teachers we have encouraged and led them to the way of constructing their on knowledge.

References:

UCD Teaching and Learning. Constructivism and Social Constructivism. Retrieved from:

http://www.ucdoer.ie/index.php/Education_Theory/Constructivism_and_Social_Constructivism

Huitt & Hummel (2003). Piaget’s Theory of Cognitive Development. Retrieved from:

http://www.edpsycinteractive.org/topics/cognition/piaget.html

 

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