Research: Bringing Learning to Life

• In the post, Couros also included an image by Krissy Venosdale entitled “A Tale of Two Classrooms,” that outlines two approaches to learning–one teacher led and content-based, one simply focused on thinking and learning.
• The most interesting part? Neither have anything to do with technology. So then the onus isn’t on school budgets, clever technology, or even magic data machines, but rather the space between our heads, and our collective ability to forge truly thinking classrooms.
• This happens with, among other things, a new emphasis on the process and joy of learning itself–the role of play in learning, how curiosity functions, balancing collaboration with the need for independent and quiet reflection, and fully honoring the complex concept of what it means to understand.

• There's a long article in The Chronicle of Higher Education about stripping technology out of classrooms to better engage students. Jose A. Bowen, the dean of the Meadows School of the Arts at Southern Methodist University in Dallas, has begun to promote "teaching naked"—or teaching without technology in the classroom.
• Although there is a definite focus on higher education in this article, it has major implications for the K-12 classroom as well. Bowen's main beef with technology seems to be specifically with PowerPoint, which he claims many teachers use as a crutch, rather than an effective teaching tool. Class time should be reserved for group discussion, says Bowen, not for displaying information that could be downloaded later, such as a PowerPoint presentation or lecture.
• Those who are made most uncomfortable by Bowen's teaching style are the students. They've become used to the passive lecture method of teaching and aren't used to actively participating during a 50-minute class, says the article, although Bowen claims that once students see the effects of group discussions vs. lectures, they become less bored and more engaged.
• While I can see how PowerPoint might facilitate a passive style of learning, there are many other technologies that require active participation from students, and I wonder what Bowen thinks of those. Having students record their own podcasts and upload them to a class blog is a much different experience than walking students through a series of PowerPoint slides. Ultimately, I think it comes back to the idea that it's not about the technology, but how that technology is used and implemented in the classroom.

• Imagine that you are working with a child that has no previous experience of a lemon. They don’t know what one is.  Now, give them a picture of a lemon. What will they learn from that picture? It’s yellow, it’s round. Even if they’re not able to verbalise its features, they will see them.
• Now give that child a toy lemon. What else will they learn now? That it has small dimples on the skin, and they will be able to put the size into perspective.
• Now give a child a real lemon and see what they can find out. They will learn that they can squeeze the lemon slightly. They can dig their nails in the skin and find white underneath. You can help them open the lemon, where they will discover that the inside has segments, that it is wet, it is sticky, and it tastes sour. They can squidge the lemon and listen to the sound it makes. Plus let’s not forget the smell! By giving children a real lemon over a picture or pretend one children have gone from using just their sense of sight to using all of their senses to find out about that one item. Consequently, the learning opportunities are far greater.

• So how do you offer these opportunities?

• –          Take children outside – let them feel the leaves rustling beneath  their feet. Let them experience a wet and windy day – put your coats and wellies on and go outside and have fun. The learning opportunities will be huge.–          Give children real items to experience, not just pictures or models. Put real food in the role-play area, and on occasion give them a few real coins to play with so that they know what these feel like, rather than plastic money.
• –          Use the parents in your setting – get them to come in and show / share what they know. Get them to bring pets in and let children feel, stroke, and hold them. Where possible, see if you can offer children the opportunity to see a real fire engine. You’ll be amazed what the parents in your setting might have to offer.
• In order to grasp a good general knowledge of the world children need to learn through experiences. Quite often the experiences you provide are going to be those that the children are not likely to get at home. So, next time you plan an activity make it as real as you can. The children will gain so much more from it. Not only that, they’re going to absolutely love it!
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• Classes for important life skills — money management, interpersonal communication, miscellaneous psychology, habits, goals, etc.
• Incorporation into existing classes — in math, talk about smart credit card usage to avoid freaking 18% interest rates, how to build credit, how to pick the right health insurance, why new cars are a horrible investment, etc.
• Start teaching this sooner than college. Not everyone goes to college, but everyone needs to know this stuff.