Over the past few weeks my perspective on how one learns and what are the best ways to teach others has evolved from a two to a five on a ten point scale. I now have a learning theory and learning styles framework that can serve as a guide. However, there is much more to learn and it would be beneficial for me to gain a deeper awareness of all the learning theories, styles and strategies. I always knew that there were different theories, but didn’t realize the extent of them and how they can be mixed and matched to meet the needs of the individual learner and specific learning objectives. In my week one post, I theorized I was a constructivist, but have come to realize that most of my learning utilizes connectivism and adult learning theories. My self-motivation to learn aligns perfectly with andragogy as I learn best with connections that are relevant. I prefer flexible self-directed learning environments that are action oriented and have projects and small group instruction. (Conlan, Grabowski, & Smith, 2003)
After reading more about modality of learning, my perceptions of my preferred learning style has changed. At first I thought I was just a visual learner but have discovered when I can hear and see and use the strategy of comprehensive monitoring, my learning is greatly enhanced. (Ormrod, 2011) Working with students in grades K-12, it is critical to incorporate instruction that connects with their multiple intelligences and learning styles. Our readings highlight the benefits of using the strength of the learner to connect and pair with other students and that this can foster peer collaboration, differentiated instruction and increase student achievement. (Gardner, 2003)
Technology has many dimensions that can be viewed as good and bad. The strengths and weaknesses of technology combine to directly impact learning and instruction. Google reader can sift and sort RSS feeds by the thousands which is amazing, however do adult learners juggling work and home responsibilities really have time to make meaningful connections from the deluge of information? Exploring blogs, YouTube videos and experiencing the power of connectivism shed a new light for me on how to leverage technology to connect with others and areas of interest. Connectivism provides a filter to access meaningful information. Search engine technology evolves every second and through Google one can typically locate the exact piece of information one is seeking combining new searches that offer more and more specificity.
In summary, I like to highlight Pennsylvania’s Classroom of the Future reform project that captures how I envision the role of technology in K-12 classrooms and highlights how I learn best. The Classrooms of the Future are teaching 21st century skills and strategies that move instruction from teacher centered to student centered, from memorization to high order thinking and creativity, from learning content to learning how to learn and from learning isolated skills to completing authentic projects. (Classrooms of the Future, 2011)
-Michelle Cosner
Resources
Conlan, J., Grabowski, S., & Smith, K. (2003). Adult learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning
Gardner, H. (2003, April 21). Multiple intelligences after 20 years. Paper presented to the American Educational Research Association, Chicago, IL. Retrieved from http://www.pz.harvard.edu/PIs/HG_MI_after_20_years.pdf
Classrooms of the Future, Pennsylvania Department of Education, (2011). Retrieved from
Ormrod, J. (2011). Learning Styles and Strategies. [Transcript].
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