Author: mayawaldstein

The article by Terry Anderson, Getting the Mix Right Again, highlights how students being instructed to interact with other students can be nerve-wracking (2003). And I completely agree. I found that especially in a large school where not everyone knows each other, being asked to pair or group up can cause levels of anxiety to rise. Not only does one have to share their ideas, but they have to bring their social skills and give feedback. The result, however, tends to be a learning experience that is fulfilling and useful. When interacting with others we must test our own knowledge by recalling and voicing it, and we must think critically to respond to others. Further, our social skills are practiced.  

Currently I am taking a class on how groups function and in it students have been assigned to groups of 5. Weekly, we meet to review and discuss our thoughts on the material. Hearing from other students has given me many more real-life examples of the concepts within the class, has helped me practice what we are learning (learning how groups function while being in a group), has helped me stay motivated in the class, and has increased my enjoyment in the class. 

Overall, reflecting on how these high levels of interactive sessions have affected my learning in a positive way and increased my enjoyment. 

The class of group functioning is, in addition, supported with student-teacher and student-content interactions. Ahead of each group discussion, we are given an agenda filled with class content, a textbook chapter to read, and have a recorded lecture (Student-teacher) to review. By having these additional interactive components where we pick up knowledge our student-student interactions become more relevant and educational. I feel this is important in consideration to how the full benefits of student-student interaction may emerge/not emerge. I have been in a class where student-student interaction is integrated and yet most memorable is the anxiety caused not what was learned. By providing a rich source of content to be discussed and ensuring it has been somewhat learned a discussion may be more easily carried out. Further, it can help to provide a group with a structure for their interaction. 

In Getting the Mix Right the functions of interaction really stood out to me as very true and very positive. I hope to learn ways to decrease the levels of anxiety and simply see the ways in which interaction can provide a great learning experience. 

References

Anderson, T. (2003). Getting the Mix Right Again: An updated and theoretical rationale for interaction. In irrodl. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/149/230

Project-based learning (PBL) is a teaching approach in which students explore challenges. After an extended period of “learning by doing” students are to deliver a project (“Project-based learning”, 2021). This may be in the form of, for example, a presentation or product. Upon inquiring about PBL a few strengths stood out to me (Buck Institute for Education, n.d.). 

First, a key strength of PBL is in the way it readies students for the world outside the classroom. Students, by engaging with challenges and building a project gain life-long assets. They practice and grow their drive, passion, creativity, empathy, and resilience. All actionable and further practiced after the project has closed. These assets contribute to one feeling positive towards learning. Also lending to developing healthy work habits (“Project-based learning”, 2021). Second, students gain a deep understanding of the curriculum (“Project-based learning”, 2021). As they are engaging with a problem over a longer period of time the result is a more thorough understanding. To develop a project the student must pick up knowledge, think critically about it, communicate it to other team members, and transform it. All processes will help the knowledge sink in. Third, students learn problem-solving including the practice of drawing on prior knowledge. As a team tries to transform the questions posed to them it will likely be necessary to get creative and draw on prior knowledge. Prior knowledge could provide a template for or inspire improvements. For instance, if the project is to make a home more sustainable one may think to use a line chart. One may have learned elsewhere that line charts are a good way to visualize changes over time and decide to use one to visualize water usage over time. In this way, prior knowledge is being re-registered and also deepened by this learning method.  

Reflecting on post 1 and the above inquiry results, this teaching approach is constructivist. As stated, there is a focus on students, this is also a core component of constructivism. As in constructivism students are responsible for their learning (“Project-based learning”, 2021). Also reflecting on post 1, PBL being constructivist implies that this learning method sits in the middle of a learning continuum. As such it may be recommended that teachers use PBL to deepen students’ understanding. 

References 

Buck Institute for Education. (n.d.). What is PBL?. In pblworks. Retrieved from https://www.pblworks.org/what-is-pbl

Project-based learning (2021). In en.wikipedia. Retrieved from https://en.wikipedia.org/wiki/Project-based_learning

A key takeaway I took from the chapter is that all three learning theories are on a continuum (Ertner & Newby, 2013). At the start of the continuum sits behaviorism. Behaviourism is often used when learners are encountering information for the first time. Instructors give stimuli, and reinforcements and then learners respond to these stimuli. With behaviorism, practices applied one may have information transferred to memory. Whether one can then transform and apply this information elsewhere is not guaranteed. The cognitive approach, further down the continuum, teaches learners how to apply information. And so in different contexts. At the end of the continuum is the constructivist theory. This theory sets the aim to embed knowledge while the learner is in the appropriate context. This allows the learner to practice the knowledge. In this way, the learner may get ‘advanced knowledge’ (Ertner & Newby, 2013).

Looking at these definitions I can recall teaching using each of the three methods. All together, helping me to advance my knowledge. During semesters, completing readings and attending lectures was a practice of knowledge transfer. After which tests determine if I, as a learner, can recall the correct responses to stimuli. The class, reinforced by the goal to learn and get a good grade studies. The cognitive approach was also used during classes. There were a variety of assignments that asked students to transform knowledge. For example, the student may develop a paper, a diagram, or a product. While developing an assignment, I am made to dissect the information I have and transform it. In doing so I am transferring the information into something I have learned. The constructivist method was in play during my co-op terms. During this time I needed to bring and practice the information acquired in school and apply it.

Experiences in the field give learners a greater understanding, as knowledge gets used. But, I do feel there is a difficulty with getting a full spectrum of knowledge. In the workplace, questions may not arise about how much one knows. Rather, a completed task equals a success, independent of the thought behind it. This highlights one reason the classroom (the other two learning theories) adds value. In the classroom instructors often teach a wide range of information. The learners will gain background knowledge and theory. One may then apply unique insights and back their decisions in the workplace.

Reference

Ertmer, P. A., & Newby, T. (2017). Behaviorism, Cognitivism, Constructivism Comparing Critical Features From an Instructional Design Perspective. In edtechbooks. Retrieved from https://edtechbooks.org/lidtfoundations/behaviorism_cognitivism_constructivism