Portfolio assignment 5 (weeks 42-43) 13.10. – 26.10.2014
The questions on INTRO were like this and my learning was like that. My thoughts are in a mess in English and in Finnish, but this is the way I am reflecting my learning. I change now the language rather easily after six weeks´s studies.
- What did I learn?
- Which points/ideas/issues I didn’t understand?
- What questions raised into my mind?
- Which issues I got specially interested in?
- Which aims I set for upcoming courses? That answer is still quite diffuse.
Science before and today
The theories of learning will have an enormous impact on how to teach and raise children with technology. The theory goes down to curricula, teaching, evaluation, assessment at school today. It still is not easy to bring theory to practice as long as there are old working habits and culture.
Thirty years ago educational science did get hardly any appreciation, but today it is usual, that scientific studies are made direct in the classrooms. There is more interaction and refining and testing theories included. It is possible with different approaches and techniques. Many sciences are coming together, e.g. neurosciences.
“The story we can now tell about learning is far richer than ever before, and it promises to evolve dramatically in the next generation.” How people learn, page 3.
As a class teacher and now as a learner
As I have done my career of 36 years as a class teacher, I feel it easier to look back to the history, where I have been participating. Now as a learner among young students it still doesn’t mean that I would learn differently, the process of learning feels the same. I also have lived just that time, when the educational science didn’t get the appreciation it now does. We just laughed at to some tests.
We still did what we had to do and the school authorities told to. Small tests and inquires. For a better knowledge I have kept my memories in forms of papers, books, handicrafts, plans, pupils’s works, drawings, daybooks, calendars, photos etc.
Oppimisen teoria on vaikuttanut kasvatuksen merkitykseen. Teoria vaikuttaa opetussuunnitelmiin, opettamiseen, arviointiin ja käsityksiin. Perustutkimuksesta kasvatuksen käytäntöihin ei ole helppoa kuitenkaan tuoda uutta.
30 vuotta sitten kasvatustiede ei saanut huomiota, eikä päässyt luokkahuoneisiin. Nyt sen sijaan tutkitaan luokkahuoneissa, mitä siellä todella tapahtuu, Interaktiota, teorioiden hienosäätöä ja testausta, joka on mahdollista eri lähestymistavoin ja tekniikoin, samoin ovat eri tieteet lähentyneet toisiaan, esimerkiksi neurotieteet ja kasvatuspsykologia.
Expertice and Life-long Learning
I developed my work in different courses, which I myself stood for the costs or my school did. Many courses were held by the university and they were free for teachers. Still the time was my free time. I made studies of science (LUMA), music, arts, ICT e.g. My life-long studying gives me a lot to think and keep in shape!
Interesting science after reading articles in the book “How people learn”
“Research of cognitive psychology has increased, like problem solving in math, science, literature, social studies and history”.
“Development research show, that young children understand a great deal about basic principles of biology and physical causality, about number, narrative, and personal intent, and that these capabilities make it possible to create innovative curricula that introduce important concepts for advanced reasoning at early ages.” . (4. How people learn chpter: from learning to science.)
Transfer, Cultural norms and Neuroscience
“Transformation research enabling people to use what they have learned before, like me in my technology studies now.
Social psychology, cognitive psychology and anthropology have found how powerful impact the cultural and social norms are on the learning and transfer.”
Neuroscience is beginning to provide the providence for many principles of learning that emerged from laboratory research and how learning changes the physical structures of the brain.” Sivu 4. How people learn
“Wisdom of practice” comes from successfull teachers who can share their expertice. ”
That Is one of the most memorable practices we had at school in Liminka. We usually shared our things, lessons, what we thaught in our lessons. Sharing is still the culture at schools.
Monisteet, välineet itsekin ostetut jaettiin, vaikka käytäntö on varmaan edelleen sama koulussa. Uudet opettajat tuovat omaa tietämystään vanhemmille työtovereille. Oppilaat seuraavat vierestä ja oppivat jakamaan tietoa. Matkimista parhaimmillaan.
“Emerging technologies are leading to the development of many new opportunities to guide and enhance learning that were unimagined even a few years ago.” s.4 how people learn.
“Lifelong learning seems to be a most important capability of learning. It is needed at work and personal life. Information and knowledge are growing at a more rapid way than ever before in the history of humankind. Students have to develope their learning strategies about history, science, technology, social phenomena, mathematics, and the arts. That is for the benefit of society and a person.”
Fish is fish, a creative story
Page. 14 How people learn (Lionni, 1970)
A fish is interested what happens on land, but the fish cannot explore land, because it can only breathe in water. It makes friends with a tadpole, who becomes a frog and who goes to examine the land and tells about it. It desscribes all kinds of animals, like birds, cows and humans. The story discribes both creative possibilities and dangers.
Inherent is the fact that people construct new knowledge, based on their current knowledge. People are like mermaids, the fish walk on the tail, the birds are fish with wings, the cows are fish with udders.
I like Thorndike´s cats, because they help me to memorize my learning. (Thorndike 1913) There was a puzzle box for the cats, who tried and failed to come out. I do not remember how it went. Did the cat get out or not?
Human learning is however active learning, control of learning and understanding about what you can get information of and where others can help. “Metagognition refers to people’s abilities to predict their performances on various tasks ( e.g. How well they will be able to remember various stimuli) and to monitor their current levels of mastery and understanding (e.g. Brown, 1975, Flavell, 1973). Teaching practices are congruent with a metacognitive approach to learning include those that focus on sense-making, self-assessment, and reflection on what worked and what needs improving.”
“…Interactive technologies (Greenfield and Cocking, 1996) are challenging generalizations from older research studies.” S. 14 How people learn