Over time there has been debate about how people learn and what strategy, based on some theory of learning is better in the teaching process. I believe that people learn in different ways. I understand that most of the teaching strategies will depend on what type of learning you want and to what purpose focuses the process. As a teacher I believe that the range of possibilities becomes opportunity to achieve my educational goal rather than competing alternatives.
Initially, education focused on the acquisition of skills in reading, writing and arithmetic. In general, it is not preparing students to think and read critically and to solve complex problems. Additionally, knowledge was limited and of poor access. In the world of work, the context did not require more skills. Today, the demands of job skills have increased, information, knowledge and access to it are growing at a much faster each day, requiring the educational process consider learning more of cognitive skills and competencies related to knowledge. According to Herbert Simon, the meaning of "knowing" has gone from being able to remember and repeat information to be able to find it and use it (Simon, 1966). However, learning is influenced by the context in which they occur and should take into consideration the backgrounds of students who must have extensive knowledge of facts (behavioral), understanding of these facts and ideas within its contextual framework (cognitive) and the option of organizing that knowledge to be able to access it and apply it in other situations (constructivism).
New research on brain-based learning, connectivism including only extend the framework of possibilities for the teacher. Educational technology open the doors to new forms of learning in a technologically connected world with different forms of student learning. Asked how people learn best is to limit these options. The selection of the theory and teaching strategy will depend on the purpose, context and goal. However, to achieve a lifelong learner, it is imperative that students learn a wide repertoire of ways to learn. In my view, trying to teach thinking skills without a solid knowledge base of data do not stimulate the skills to solve problems or support the use of new knowledge to new situations. Education then should focus on the learner and the use and knowledge of multiple forms of learning and teaching. The problem is not what is best way to learn but how to reconcile the theoretical knowledge about learning for the benefit of it.
The next book I find a good resource to have more light on the subject.
Initially, education focused on the acquisition of skills in reading, writing and arithmetic. In general, it is not preparing students to think and read critically and to solve complex problems. Additionally, knowledge was limited and of poor access. In the world of work, the context did not require more skills. Today, the demands of job skills have increased, information, knowledge and access to it are growing at a much faster each day, requiring the educational process consider learning more of cognitive skills and competencies related to knowledge. According to Herbert Simon, the meaning of "knowing" has gone from being able to remember and repeat information to be able to find it and use it (Simon, 1966). However, learning is influenced by the context in which they occur and should take into consideration the backgrounds of students who must have extensive knowledge of facts (behavioral), understanding of these facts and ideas within its contextual framework (cognitive) and the option of organizing that knowledge to be able to access it and apply it in other situations (constructivism).
New research on brain-based learning, connectivism including only extend the framework of possibilities for the teacher. Educational technology open the doors to new forms of learning in a technologically connected world with different forms of student learning. Asked how people learn best is to limit these options. The selection of the theory and teaching strategy will depend on the purpose, context and goal. However, to achieve a lifelong learner, it is imperative that students learn a wide repertoire of ways to learn. In my view, trying to teach thinking skills without a solid knowledge base of data do not stimulate the skills to solve problems or support the use of new knowledge to new situations. Education then should focus on the learner and the use and knowledge of multiple forms of learning and teaching. The problem is not what is best way to learn but how to reconcile the theoretical knowledge about learning for the benefit of it.
The next book I find a good resource to have more light on the subject.
References:
Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston: Pearson Education, Inc.
Siemens, G. (2008, January 27). Learning and knowing in networks: Changing roles for educators and designers. Paper presented to ITFORUM. Retrieved from http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf
Siemens, G. (2008, January 27). Learning and knowing in networks: Changing roles for educators and designers. Paper presented to ITFORUM. Retrieved from http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf
Hi,
ResponderBorrarG.Viruet (2010) stated that the problem is not what is the best way to learn, but how to reconcile the theoretical knowledge about learning for the benefit of it. I sincerely like the way you positioned this response. There is no best way to learn, it is simply what best fits the learners!
Sondra