Module 2 Blog: Cognitive Comparison

The experts agree that instructional design should consist of multiple learning theories to target several dimensions of learning (Kapp, 2007; Kerr, 2007). An underlying grievance with focusing on one theory is that learners do not bring equal insights into the learning context. Therefore, educators should consciously integrate multiple approaches in designing a lesson to ensure all students construct knowledge. For example, behaviorism and cognitivism propose the most efficient manner of knowledge acquisition. Both agree that repetition of a skill is one way to achieve meaningful learning. Although, cognitivism focuses more on the type of activity rather than the behaviorist view of drill and practice (Driscoll, 2005).

Pondering on the recommendations of each strategy, I created a personal mental representation of two students in my classroom. The following chart describes two situations in which a student faces difficulty in Reading. However, one student lacks memorization while the other lacks comprehension. I attempted to use what I have learned to create an instructional plan for each student. Please read and make comments.

Interestingly, both theories also agree on the importance of internalizing information. Yet, experience and research has developed the idea of externalization as the most significant method to understanding new information. The following video clip from George Siemens (2007) discusses externalization of knowledge as the best strategy for facilitating meaningful learning. His notion that students need to express and share knowledge with others in a variety of ways changes traditional views that learning is a remote process. According to Siemens (2007), true knowledge acquisition occurs through social networks where the externalization of thoughts is encouraged and skills of learning are developed.

In my experiences as an early childhood educator, students who express and share ideas through graphic representations and writing are able to apply knowledge in a variety of situations. Without this instructional skill, students are only successful when the experience matches the first acquaintance, Cooperative group tasks such as digital storytelling and wikis allow students to connect with information and accurately create models of knowledge (Talisayon, 2010). If you are not giving your students the opportunity to externalize knowledge, you are decreasing their capacity for learning.

References

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

Kapp, K. (2007, January 2). Out and about: Discussion on educational schools of thought. Message posted to http://karlkapp.blogspot.com/2007/01/out-and-about-discussion-on-educational.html

Kerr, B. (2007, January 1). _isms as filter, not blinker. Message posted to http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

Siemens, G. (2007, September 2). The conflict of learning theories with human nature. Video podcast retrieved from http://www.youtube.com/watch?v=xTgWt4Uzr54

Talisayon, A. (2010, March 25). Series G: “Grawing-and-griting”: Making visible what we are thinking together. Message posted to http://apintalisayon.wordpress.com/

Module 1 - Metaphors of Educators

Siemens (2008) describes four metaphors of educators to argue new models of teaching pedagogy in today’s digital age. “Educator as Master Artist” implies that the instructor offers expert guidance but permits the student to draw knowledge from fellow classmates and authentic experiences. Forming learning networks is the primary role of the “Educator as Network Administrator.” The “Educator as Concierge” brings awareness to resources and guides students as they explore knowledge. Finally, Siemens (2008) notion of “Educator as Curator” presents the most valuable model of instruction. The instructor creates the best learning environment with appropriate resources and activities related to the subject. Students explore and interpret the information with supportive guidance from the instructor.

Of these representations, the educator as curator suggestion speaks the most in regards to educational culture in the digital classroom. The duties of an instructor cannot narrow to one primary task. Instead, the holistic purpose involves creating, managing, supporting, and assessing all facets of knowledge exploration. Learners construct knowledge based on individual exploration and interpretation of information using the prominent avenues of web-based instruction (Williams, 2009). Additionally, students do not need an instructor to create or reinforce connections due to the natural ease of connectivism in today’s digital world (Siemens, 2010). Yet, students do require a structured framework of the learning experience to reduce intellectual frustration and increase likelihood of success. Finally, the educator’s actions must readily engage students in subject material and cautiously facilitate the path of learning.

My haunting question after reading the four models is, “Why is it that experts feel the need to compare my role to the duties of other professional positions?” The roles and responsibilities of a true educator are not comparable to any other person employed by an organization. I say, as an educator, “I AM,” not “I am like,” when describing the special work I do on a daily basis.
However, if I must provide a metaphor, no offense to the experts, I will not use another profession as a means of representing myself. Instead, I suggest “Educator as an Eagle.” This thought came to me as I read a daily devotion from renowned evangelists Joyce Meyer (2009). The eagle, the most majestic of creatures, is the best example to describe the natural characteristics and exemplary work of an educator. The following video describes my thoughts on “Teacher as an Eagle.”

I know it is not the most advanced show in the world. However, I have been teaching my kids how to make media projects, so we worked on this together. They love doing graduate work!

References

Siemens, G. (2010, February 16). Teaching in social and technological networks. Message posted to http://www.connectivism.ca/?p=220

Siemens, G. (2008, January 27). Learning and knowing in networks: Changing roles for educators and designers. Paper presented to ITFORUM. Retrieved from http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf

Meyer, J. (2009, May 14). Sour like an eagle. Message posted to http://www.christianpost.com/article/20090514/soar-like-an-eagle/index.html

Williams, J. (2009, November 23). From teacher to content curator. Message posted to http://authenticlearning.wordpress.com/2009/11/23/from-teacher-to-content-curator/