Forum: Looking at Learning... Again
Topic: Professional DevelopmentTopic Posted by: Melissa Cheung
Date Posted: Mon Feb 15 5:10:45 US/Eastern 1999
Topic Description: What are your beliefs about how people learn? How does your teaching style and school system work to accommodate how people learn?
Posted by: Renae Stumpf (email@example.com )
Date posted: Thu Feb 21 12:50:45 2002
Subject: The way we learn...
Serving as a special educator for various ages and several years, I feel I've discovered one common characteristic between all ages and how "we" learn. Investigating for answers and understanding everyday concepts and questions, are imperative to functioning in our everyday life. There are some of us who have no problem asking awesome, indepth questions, and fully ingesting the information spewed back at us. Yet, there are those who have great difficulty in finding ways to formulate the questions to discover the answers. For persons such as these, the length of time needed to process a question and/or compare ideas has a huge impact on their motivation and self worth. Therefore, we need to get them started off on a positive note; setting them up for success! Therefore, I do my very best in identifying the interests and "likes" of all my students. This has been an excellent way to ignite the student who thinks low of themselves or lacks the motivation to "discover". Once you begin brainstorming with them by "talking their game" (referencing their interests in everyday situations), their eyes become more focused, their motivation kicks in and they begin feeling good about being apart of something. As we already know, being a part of something, and enjoying it, is self fulfilling. The common characteristic that we all have about learning is feeling successful about ourselves while we are asking and looking for answers! Over a period of many successes, we have instilled in ourselves the ability to rise to the occasion and conquer yet another academic or life challenge.
Posted by: Amy (firstname.lastname@example.org )
Date posted: Thu Feb 14 18:05:34 2002
Subject: How do children learn?
As I look more closely at student's learning I am amazed to see that setting challenges really gets students to think more critically and stretch their understanding. I am presently taking a course on Differentiated Learning as well as this course and they are really working well together. By generating more inquiry based questions for my students I find them eager to stretch in ways I never imagined. I have also found that the students I never expected to be motivated to think about concepts more critically are eager to do so. One question still remains. How do I appropriately assess students understanding of concepts when my instruction is more inquiry based?
Posted by: Leah Perryman
Date posted: Mon May 7 21:11:29 2001
Subject: How Children Learn
This class has reaffirmed my belief on how children learn through inquiry. However, I find myself getting under a time crunch to get things taught and have my students prepared for the following year. I also worry about my class being well rounded (knowing a variety of strategies) in math, including the algorythm, in case there are teachers that only accept that method. Does anyone else feel like this?
Posted by: Bob Gowing (Bob.Gowing@uts.edu.au )
Organization:University of Technology, Sydney
Date posted: Tue Sep 7 0:18:47 US/Eastern 1999
Subject: Problem-Based Methodology
I visited this website after following Eleanor Duckworth's record of achievements. I first read her book some ten years ago and her ideas on learning have had a profound impact on my thinking. I have told hundreds of students about engaging in phenomena and explaining the sense etc. I am researching Problem-Based Methodology (Robinson, 1993) as an EdD student, and am synthesising Argyris & Schon, Duckworth, Brookfield, Bohm and others, in developing the concept of using learning conversations to engage in professional development. I wonder how long it will take to receive a reply?
Posted by: michael sedlisky (email@example.com )
Organization:alvirne hs, hudson nh
Date posted: Tue Apr 6 13:38:24 US/Eastern 1999
Subject: chemistry and concept mapping
you can teach an old dog new tricks...i've used the concept map strategy twice during our current unit on solution formation. Most of the concepts we've seen in other contexts but in this unit we're pulling them all together and the students ARE MAKING CONNECTIONS! my interest was to have the students make the connections and see how the concepts fit together. I used the first map to introduce the chapter then after we introduced and mastered new material we used a second map to connect the new ideas then we meshed the two maps. The activities were kid driven each time and the quiz/test results were better than similar quiz/test results in previous years.
this is my second annenberg workshop...iu'm pleased that this year's material is somewhat more DIRECTLY applicable to my field than in the previous workshop.
Posted by: gina
Date posted: Thu Apr 1 21:59:22 US/Eastern 1999
Subject: on line learning, virtual experience, teaching.
First of all, congratulations. Your site has fascinated me.I am seeking a challenging position as a web hostessin order to educate from electronic communities. Theworld web demands improvement, and it is our duty aseducators to achieve great revolutionary goals.Teachers are regarded as role models. We owe it to the system. Society looks up to our kind. Let's get ready for the future.
Posted by: Phyllis K. Appler
Organization:Alvirne High School, Hudson NH
Date posted: Wed Mar 17 22:38:06 US/Eastern 1999
Last semester with a good student teacher who could hold down the fort for the last few minutes of the school day, I was able to travel to Boston each Thursday to take a course in Symbiosis through the BU Biology (and Science Education) Departments. The material was difficult, the reading an exercise in concentration, the journal writing time consuming, the research paper and presentation a whole new experience, and it was one of the best courses I have ever taken. We learned from the reading and the lectures, but the reflective journaling, the cooperative and pair activities, and the labs all modeled methods of learning and assessment which I was able to take back and use with my students in other areas of study. I was constantly turned on to learning during that whole semester, but tired!
My district supported me in taking that course. It cost $728 per credit hour, so almost $3000 for the four credit course. I found out yesterday that the school district's budget for the year for teachers attending classes is $30.000! I had unwittingly used ten percent of the whole district's continuing education budget to take one class! Obviously, the district does not believe that educating its teachers has a very high priority. Any ideas on how to open the eyes of the school board and budget committee on this issue? Phyllis Appler
The Annenberg/CPB Channel is produced by Harvard University and the Smithsonian Institution, and is funded by the Annenberg/CPB Projects.
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