Module Six

The Philosophy of Learning

Students learn by doing. I believe that learning environment of centers, projects, and learning experiences encourages and promote active learning. The teacher is a facilitator of learning, not just a contributor of knowledge. Learning occurs from interacting with each other. People learn by observing differences in others. When they work together, they discuss different viewpoints and learn to explain their views and ideas. We use social interaction in learning centers, group discussions, cooperative groupings, and peer tutoring to foster social interaction. According to Driscoll(2005), he basically highlight the constructivist learning because of how important it is to activity have students engage in learning by means of problem-solving and critical-thinking competences. This also allow students the opportunity to relate their learning to everyday life experiences.

What do you believe is critical and non-negotiable in teaching and learning?

I believe it is critical and non-negotiable in teaching and learning because of the era that we are living in. This technology driven era is important that students understand how to apply the appropriate technology skills or strategies during the of use. Teaching is based on the belief that learning occurs as learners are actively involved in a process of meaning and knowledge construction rather than passively receiving information. Learners are the makers of meaning and knowledge. This perspective of learning presents an alternative view of what is regarded as knowledge, suggesting that there may be many ways of interpreting or understanding the world. No longer is the teacher is seen as an expert, who knows the answers to the questions she or he has constructed, while the students are asked to identify their teacher's constructions rather than to construct their own meanings.

Reference:

Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson Education, Inc.

I responded to the following colleagues:

David Davis

http://8845ltedtech.blogspot.com/

Belinda Van Norman

http://belindavannormaneduc7105.blogspot.com/

Module Five

Briefly describe a situation in which you have encouraged people to use a new technology and have been met with resistance or disappointing results. What attitudes did these people exhibit? What behaviors did they demonstrate?

During my brief experience which I tried to encourage my colleague to incorporate technology happened for the duration of my co-teaching experience. As an inclusion teacher, my experience with a regular education occurred during a lesson we planned to use technology. The regular education really didn't think incorporating technology was really that important. I tried to explain to the regular education that students would be more attentive and actively engaged in learning the lesson versus setting in their seats lesson to lectures. The regular education teacher really felt as though I was trying to question her knowledge and teaching strategies whether than working as a collaborative group to meet the needs of all students.  I believe that teachers have to ensure they learn and value the effective use of technologies because they can assist students with their learning and keep them actively involved.

After using the Keller's ARCS model, I believe that I could motivate my colleague to incorporate technology by providing information regarding this model.  I would ensure that each step in this model is applied appropriately by the following listed below:

Attention: It is very important that learners clearly understand this process because if you don't have this step how could you go to the step.. Keller suggests the use of sensory stimuli, thought-infuriating questions and unpredictability in the use of exercises and media.

Relevance: Attention is just a starter; then you make absolutely clear how the session is relevant to the learner’s real-life problems and interests. However interesting your content may be to you, it won’t engender much response from the learner if they can’t see how it relates to them. Attention and relevance work the same way in learning as they do in advertising make your communication stand out from all the other competing noises, then explain as clearly and simply as you can how your offering can help to solve a problem they are likely to have.

Confidence: Learners will only start to put energy into an activity if they feel there’s a good chance that this energy will bring reward. They need confidence in your method and in their own ability to take advantage of this. So, explain up-front what the process will be and how long it will take; and express your own confidence in the likelihood that they will succeed, ideally using evidence from previous interventions.

Satisfaction: Do what you can to make sure the learner achieves some reward if they successfully complete your intervention. This may, of course, be intrinsic, but if it isn’t don’t hold back on the praise.

References:

Keller, J. M. (1983). Motivational design of instruction. In C. M. Reigeluth (Ed.), Instructional-design theories and models: An overview of their current status. Hillsdale, NJ: Lawrence Erlbaum Associates.

Keller, J. M. (1984). The use of the ARCS model of motivation in teacher training. In K. Shaw & A. J. Trott (Eds.), Aspects of Educational Technology Volume XVII: staff Development and Career Updating. London: Kogan Page.

I have responded to the following colleagues blogs.

Cheryl Carroll

http://cacarroll57.blogspot.com

Michelle Baylor

http://msmichele8842.blogspot.com