“Learning how to learn” (Bates, 2015) was mentioned in Bate’s video on building effective learning environments and it has stuck with me while I continue to work on this assignment. I am not sure that he coined the term, but I know I have heard it before and I have definitely said it myself several times over the course of the years in my classroom. It, in my opinion, is one of the most needed skills in order to be successful. It can manifest itself from anything to knowing how to take notes, having support in your learning environment and knowing when to use it, to understanding one’s own learning style. The possibilities are endless when it comes to learning how to learn.
Bates mentions something that Dr. Harapnuik touches on in his video and that is that we have to look at the WHOLE learning environment and not just the learner. This includes, but is not limited to, student differences, culture, skills, knowledge, support to be given, how to assess new knowledge, circumstances, etc. When we take all of this into consideration, then we increase levels of student learning and achievement because we are looking at the whole enchilada so to say and not just the learner themselves.
Dr. Harapnuik also mentioned that we have to, “use technology when and where we need to solve problems we currently have” and that in turn will take the focus away from controlling the environment and allowing the network to thrive. Something else that stood out to me in Dr. Harapnuik’s video was that he stated that we have to learn to “shift towards more coaching and mentoring because it allows for feedback to be given in a trusted relationship which in turn allows for higher levels of student achievement.” I cannot stress enough the fact that we have to build those relationships with our students if we are wanting them to want to learn. When a student trusts you and likes you, they will always create and learn in your classroom, even on their “bad” days. I can say this with complete confidence because I have witnessed it in my own classroom and as they say, “from the mouths of babes”, I have students that tell me this (in their own words) all the time.
Although I really like Dr. H and what he has to say, I saved the most impactful video (in my opinion) for last because so many points resonated with me. A new culture for learning has three key factors which include; passion, imagination, and constraint. I think passion speaks for itself in this situation. There has to be imagination in order to create a new culture of learning. There should be constant questioning of “what ifs” if imagination is to be present. As educators we need to give students the tools they need to let their imaginations soar so the levels of achievement increase. Constraint is the third key factor and although it seems odd to me, I completely agree and understand that it is just as important to allow students to come across obstacles so they can harness their passion for learning. The fundamental ingredient of constraint is PLAY. When we allot for time to play during times of constraint, then the students will be more susceptible to discovering an end result. In addition to the three key factors Thomas gleaned four ideas from several conversations he had with teachers from New York and California. The four ideas are what Thomas states will ensure that a new culture of learning can take place and was somewhat shocked at what he learned from some of the teachers. He said the first thing he noticed was that educators have to be passionate. If you are not passionate about being a teacher, then you might as well find another career path. With all the changes and issues within the American education system one has to have the passion, patience, and capability to adapt.
The second idea is just plain “toxic”, (Thomas, 2012) and surprise, surprise, it is standardized testing. Thomas states that, “the system of standardized testing has nothing to do with knowledge, but surveillance.” It is a culture of normalization that wants to put everyone that tests into a standardized box (pun intended) and conforms to the ideals of what should be and not what could be. It is seen as “suspicion and content” (Thomas, 2012) if there is any deviation from the standard. Classrooms and students that are ever changing are the third idea that he mentions. Things are changing at a pace that seems to be almost too quick to keep up with. Students do not really care who is standing in front of them in the classroom, they care about the information they are receiving. They care about context and not content, they want more sources of information than anything else and they find it in all sorts of different places. That has been something that I have contemplated often over the years. I build those relationships, but sometimes there is that one student that I just cannot reach, but they are still successful in school because they are able to find context of what they are trying to learn. The fourth idea is that classrooms need to be dissimilar. As educators it is our responsibility to create an environment that allows students to find a passion for learning and an environment that helps foster their imaginations.
All three videos were very interesting this week and I watched them a few times over just so I could soak in all the great information the scholars had to share.
References:
ChangeSchool. (2015, December 14). Dr. Tony Bates on building effective learning environments [Video file]. Retrieved March 06, 2021, from https://www.youtube.com/watch?v=3xD_sLNGurA
Harapnuik, D.. (2015, May 08). Creating significant learning ENVIRONMENTS (CSLE) [Video file]. Retrieved March 06, 2021, from https://www.youtube.com/watch?v=eZ-c7rz7eT4
TEDxTalks. (2012, September 12). A new culture of Learning, Douglas Thomas at tedxufm [Video file]. Retrieved March 06, 2021, from https://www.youtube.com/watch?v=lM80GXlyX0U
Thomas, D., & Brown J. S. (2011). A New Culture of Learning: Cultivating the imagination for a world of constant change. (Vol 219) Lexington, KY: CreateSpace. ISBN 1456458884
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