Shocking Elements of Learning Theories and Instruction

Shock #1: Learning styles don't exist.

     I dare you to walk into a teacher in-service and say, “Learning styles don’t exist.” Heads will turn, jaws will drop, and arguments will ensue. Nevertheless, I feel like I could now walk into that in-service and convince educators that teaching to students’ learning styles isn’t as important as teaching the content in the appropriate way. As long as the content is approached in the proper manner, learners will be able to store the information and recall it when necessary and that's what educators want (Willingham, 2008). We are all able to learn in a variety of ways, so teachers do not need to adjust to learners' learning styles. Instead, teachers need to think about what they want their students to understand. For example, if want my students to know where Shakespeare was born and to be able to identify that on a map, I should present that information visually. Verbally explaining where Stratford-upon-Avon is located will likely not work as well as showing the students on a map. Therefore, even if a learner is considered to be an auditory learner, he/she will best learn to locate Stratford-upon-Avon by seeing it on a map. If you would like to know more about this, please see Daniel Willingham's YouTube video. He clearly explains his views and it will make teachers who have felt guilty about "catering" to specific learning styles feel much better about their practice.

Shock #2: Learning is easy.

     I’ve come to the shocking realization that I don’t really have to try to learn; it kind of just happens since I am connected to so many networks via my place of employment (Colegio Americano deTorreon or CAT), the internet, and my social networks. CAT has in-services and workshops on a semi-regular basis, so I am able to share ideas with colleagues to continue my growth as an educator. The internet is chock-full of resources, too, so without even trying, I follow respected education experts' blogs with Google Reader and I have connected with them on Twitter. It's so easy! And it's a connectivist concept--I'm using my networks of people, technology, social structures, systems, etc. to "share ideas with others, thereby 'cross-pollinating' the learning environment" (Davis, Edmunds, & Kelly-Bateman, 2008). Once you're connected, learning becomes so easy because so much of it just comes to you instead of you going to it.

Shock #3: Learning theories provide the base for good instruction.

     Well, perhaps that statement isn't shocking, except it is for me. Previously learning theories were something I had to learn, but I was more interested in learning styles and how I presented the content to accommodate those learning styles. However, I now understand "learning theories are a source of verified instructional strategies, tactics, and techniques" that "provide the foundation for intelligent and reasoned strategy selection" (Ertmer & Newby, 1993, p. 51). Knowing learning theories will guide one to use the appropriate learning style, whether it be visual, auditory, kinesthetic, naturalist, interpersonal, etc. Likewise, technology may support the learning style and technology (especially with younger learners) increases motivation because learners are using something they with which they are comfortable and something they like.

     Honestly, the most shocking element this course has revealed to me is that learning theories are relevant and they do matter. Before this course, I would have helped prove Ertmer and Newby's (1993) statement: "It appears that the real benefits of theoretical knowledge are, at present, not being realized" (p. 52). I believe I had one undergraduate course that focused on learning theories, so I assumed they were simply these abstract concepts that someone dreamed up that were important to someone somewhere. However, I am now that someone and hope I am able to be a better teacher and instructional designer now that I know how valuable theory can be. Learning theories shall be the guides that lead me intentionally and thoughtfully into the 21st century of education and they will be the light that continues to point me in the right direction.

References

Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Connectivism
Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4),50-71.
Willingham, D. (2008, August 21). Learning Styles Don't Exist. In YouTube. Retrieved December 21, 2012, from http://www.youtube.com/watch?v=sIv9rz2NTUk

Connectivism

As an adult, how does one continue to grow and learn? Well, I believe the answer lies in the theory of connectivism. If you are unfamiliar with connectivism, let me give you the definition as stated by George Siemens, creator of the connectivist theory, "Connectivism is driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired and the ability to draw distinctions between important and unimportant information is vital" (Davis, Edmunds, & Kelly-Bateman, 2008). Basically what this means is connectivism is all about networking and making connections to learn new information. Learning happens everywhere; it's not just something that is saved for the classroom. Learning is the "intersection of prior knowledge, experience, perception, reality, comprehension..." (Davis, Edmunds, Kelly-Bateman, 2008). The above graphic explains some of my personal learning networks--there are my online social networks, professional development, and then the internet in general. These are the main areas that I use nowadays to further my knowledge.

There is really only one area that is not located online and that is my place of employment, Colegio Americano de Torreon (CAT). At CAT we have various meetings throughout the month--grade team, department, staff, and the occasional in-service.  Yet currently we are swamped with preparing ourselves for our upcoming accreditation in the fall of 2013 so I felt like there wasn't enough professional development happening to help me grow as an educator. What is one to do when you're stuck in Mexico and want more professional development? I hit the internet.

There is a plethora of resources available to me online and, especially with social networking, I get to see what is most popular among other educators and I get to connect with people who have written the textbooks I use in my classes. Using Twitter to follow people like Carol Jago, Kylene Beers, Jim Burke, DianeRavitch, and others as well as organizations like NCTE (National Council of Teachers of English), Edutopia, NWP (National Writing Project), NPR (National Public Radio), and TED Talks to name only a few, has opened the door to resources from well-known and respected experts and organizations. I don't need to spend as much time searching for information; it comes to me. The same is true with my Google Reader account that links me to the blogs I want to read. Likewise, I've been using Pinterest to find ideas from other teachers that I plan to use in my classroom. Finding information is quick and easy; however, one must not forget to determine if the information is reliable. The old adage is even truer today: You can't believe everything you read/hear.

Learning for me as an adult has changed drastically because most of it happens online. I'm even studying my master's degree online at Walden University.  Sauve (2007) said, “…formal learning once or twice a year doesn’t provide employees with the experience of knowledge they need to find ongoing success on the job” (p. 22). CAT used to have a master's program through SUNY (State University of New York) Buffalo, but they discontinued the program shortly after I began working there. I was left with a desire for more professional development and I have found that through Walden, social networking sites, and other internet resources. As Friedman (2005) said, I am able to "innovate without having to emigrate." In essence by utilizing the online tools I have already set up (especially Twitter, Pinterest, Google Reader, and Diigo) I am creating my own classroom and my own curriculum centered around topics that are meaningful and important to me. My physical location does not limit my access to information because I can use my networks to help me find relevant and reliable information that will help me grow professionally and personally, and I believe that is what connectivism is all about. 

References

Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Connectivism

Friedman, T. (2005, April 3). It's a flat world, after all. The New York Times. Retrieved October 20, 2012 from http://www.nytimes.com

Sauve, E. (2007). Informal knowledge transfer. T+D, 61(3), 22-24.