Blog #4: What is your learning style? How do you think this will influence your teaching/facilitation? Is your teaching approach more akin to behaviorism, cognitivism, or constructivism? Describe an "aha" moment you had this week, if any.
While pursuing my teaching degree in the early 90s, I spent a lot of time thinking about Howard Gardner's Theory of Multiple Intelligences which posits that students learn and understand in different ways. Gardner lists (at least) seven types of intelligences: 1. Visual-Spatial; 2. Kinesthetic; 3. Musical; 4. Interpersonal; 5. Intrapersonal; 6. Linguistic; 7. Mathematical. Then, as now, I found his theory interesting and useful. Certainly, I could identify that my strengths were in the Linguistic and Interpersonal areas. And as I began teaching, I could see certain strengths in my students as well, and so I tried my best to individualize lessons to play to students' strengths when I could.
In my education courses, Gardner's intelligences and the term "learning styles" were synonymous. I have never found any of this to be problematic until I was introduced to Daniel Willingham's emphatic claim that "learning styles do not exist!" Interestingly, Gardner never intended for his multiple intelligences to be considered learning styles. Recently, he set the record straight in a recent Washington Post article: http://www.washingtonpost.com/blogs/answer-sheet/wp/2013/10/16/howard-gardner-multiple-intelligences-are-not-learning-styles/
In the article, Gardner claims there are two problems with the idea of learning styles. One, he says those who use the term often do not "define the criteria for the style, nor where the styles come from, how they are recognized/assessed/ exploited." Second, he agrees with Willingham that there is "not persuasive evidence that learning style analysis produces more effective outcomes than a 'one size fits all approach.'" He also notes, though, that "the fact that one intervention did not work does not mean that the concept of learning styles is fatally flawed; another intervention might have proved effective. Absence of evidence does not prove non-existence of a phenomenon."
Certainly, I believe that claiming you can't learn math because it's not "your learning style" is bogus. However, I do believe that some people naturally learn more easily or faster/are more interested in understanding mathematics than others. Regardless of whether we call them intelligences or learning styles, and regardless of Willingham's claims, my experience in the classroom tells me that:
1. Students do have different natural strengths.
2. Students do have preferences in how they learn; material presented a particular way might click more easily than another.
3. All of our senses work together to pick up information; what matters isn't how we receive it, but how we make sense of that information.
In the end, I think Gardner's advice is exactly right: Don't worry about whether or not "learning styles" exist, but do individualize your teaching as much as possible (easier to do with small classes, of course), and teach important material in several ways to deepen understanding.
Wednesday, September 24, 2014
Tuesday, September 16, 2014
Philosophy of Teaching and Learning
Blog #3: What is your general philosophy of teaching and learning? How have your previous educational experiences affected your philosophy? What is critical thinking? What is reflective practice? Why are these important? Describe an "aha" moment you had this week, if any.
I've been wondering this week about whether my philosophy of teaching has evolved over the course of the past 22 years in the classroom. In most ways, I've decided, it hasn't. What I consider good teaching now is essentially the same as it has always been. From when I was just 23 years old to now at 45, I have always strived to be what Booth calls an authentic teacher. When I am able to relate to students as fellow human beings, work cooperatively with colleagues, and improve my practice through official and unofficial professional development, I am happier, more confident, and I believe, more effective in the classroom. And conversely, when I am not doing those things, I feel less successful.
There have been students over the years whom I just could not reach. From the student who insisted on hating English no matter what I tried, to the student whose parents felt that A- I gave her was a personal vendetta against their daughter, there have been challenges in "liking", and thus relating to certain students. There have been times, whether because of my schedule or the personalities of my colleagues when I didn't do much collaborating and felt isolated in my teaching. And of course, life can get crazy and sometimes professional development takes a back seat to simply surviving day to day. In all of those cases, my teaching has suffered and my students' learning experiences were less than they could have been. I think the main way in which I have changed is that I now truly know this about my practice; I know I have to work extra hard at times to "kill" certain students with kindness, to reach out to colleagues who are difficult to reach, and to carve out at least some time for my own learning.
Studies have found over and over that the relationships students have with their teachers is the single biggest factor in improving student achievement, and yet, I find that at least large public schools do little to foster those relationships. Increasing class sizes, less time spent on pursuit of personal inquiry projects and more on standardized testing, and pressure for teachers to spend more and more time on data collection and other record keeping are not exactly encouraging positive relationships to be built among teachers and students.
During an internship at a small private school last year, I had an aha moment. The teachers were able to spend time before school started in small groups with the counselors "getting to know" the individual students they would have that year. The counselors shared data, stories about past successes and challenges, and even notes from parents while the teachers took copious notes. During workshop week this year back at my large public high school, I spent quite a bit of time discussing how to manage students en masse: enforcing dress code and cell phone violations, etc. It was a completely different approach, one influenced by the size of the student population, sure, but also the school's philosophy about what matters.
I've been wondering this week about whether my philosophy of teaching has evolved over the course of the past 22 years in the classroom. In most ways, I've decided, it hasn't. What I consider good teaching now is essentially the same as it has always been. From when I was just 23 years old to now at 45, I have always strived to be what Booth calls an authentic teacher. When I am able to relate to students as fellow human beings, work cooperatively with colleagues, and improve my practice through official and unofficial professional development, I am happier, more confident, and I believe, more effective in the classroom. And conversely, when I am not doing those things, I feel less successful.
There have been students over the years whom I just could not reach. From the student who insisted on hating English no matter what I tried, to the student whose parents felt that A- I gave her was a personal vendetta against their daughter, there have been challenges in "liking", and thus relating to certain students. There have been times, whether because of my schedule or the personalities of my colleagues when I didn't do much collaborating and felt isolated in my teaching. And of course, life can get crazy and sometimes professional development takes a back seat to simply surviving day to day. In all of those cases, my teaching has suffered and my students' learning experiences were less than they could have been. I think the main way in which I have changed is that I now truly know this about my practice; I know I have to work extra hard at times to "kill" certain students with kindness, to reach out to colleagues who are difficult to reach, and to carve out at least some time for my own learning.
Studies have found over and over that the relationships students have with their teachers is the single biggest factor in improving student achievement, and yet, I find that at least large public schools do little to foster those relationships. Increasing class sizes, less time spent on pursuit of personal inquiry projects and more on standardized testing, and pressure for teachers to spend more and more time on data collection and other record keeping are not exactly encouraging positive relationships to be built among teachers and students.
During an internship at a small private school last year, I had an aha moment. The teachers were able to spend time before school started in small groups with the counselors "getting to know" the individual students they would have that year. The counselors shared data, stories about past successes and challenges, and even notes from parents while the teachers took copious notes. During workshop week this year back at my large public high school, I spent quite a bit of time discussing how to manage students en masse: enforcing dress code and cell phone violations, etc. It was a completely different approach, one influenced by the size of the student population, sure, but also the school's philosophy about what matters.
Wednesday, September 10, 2014
Technology and Information Literacy
Blog #2: How is technology changing our view of information literacy? What challenges does this bring to library services? Describe an "aha" moment you had this week, if any.
How we view Information Literacy has changed drastically because of advances in technology. When I think back to my own high school and college years, information literacy comprised mostly just knowing how to find resources that fit my topic and how to incorporate them into my research paper. I had to learn to use the card catalog, record call numbers, and then physically find the book in which the information I needed was stored. It was slow going, and I often didn't have very many sources with which to work. I don't recall spending much time critically evaluating the sources I found, other than perhaps looking at the date, and I doubt I created anything with my research other than a traditional paper.
Things have changed. They have changed so much the ACRL Framework for IL calls information literacy an "educational reform movement." Because of technology tools, it is much easier to find and obtain certain resources, but there is a much greater need for students to understand the dynamics of the world of information. The words "landscape," "environment," and even "ecosystem" were used in our readings this week to describe this world. This, I think, was my biggest aha moment. As Renee Hobbs points out, as researchers, we now have to consider not only the information, but the role economics and entertainment might be playing in what information is available to us, and how that information is presented. Dunaway (2011) also points out all of the captured knowledge that exists and stored is manipulated by information technology. Databases and Web search engines limit access to information and rank search results. Certainly, one of the biggest challenges tech brings to library services is a general sense that we are not needed, that patrons can certainly just Google all by themselves. We need to help our patrons understand the complexities of the information ecosystem, and that Google is really just the tip of a very large, very complex information iceberg.
Another big shift caused by technology, particularly social media, in information literacy is the know-how to create and share new knowledge. Students must be able to go beyond writing a traditional research paper that is read only by a professor into a creating a myriad of presentation possibilities that can be shared on a much larger scale. This involves evaluating which presentation style is appropriate for the message and audience, knowing how to use the technology tools to create the presentation, and considering ethical issues in sharing particular information in particular ways. The teacher/librarian's role in this process is much different than simply standing up and lecturing about citation styles. It is essential that we teach critical evaluation and self-reflection skills.
How we view Information Literacy has changed drastically because of advances in technology. When I think back to my own high school and college years, information literacy comprised mostly just knowing how to find resources that fit my topic and how to incorporate them into my research paper. I had to learn to use the card catalog, record call numbers, and then physically find the book in which the information I needed was stored. It was slow going, and I often didn't have very many sources with which to work. I don't recall spending much time critically evaluating the sources I found, other than perhaps looking at the date, and I doubt I created anything with my research other than a traditional paper.
Things have changed. They have changed so much the ACRL Framework for IL calls information literacy an "educational reform movement." Because of technology tools, it is much easier to find and obtain certain resources, but there is a much greater need for students to understand the dynamics of the world of information. The words "landscape," "environment," and even "ecosystem" were used in our readings this week to describe this world. This, I think, was my biggest aha moment. As Renee Hobbs points out, as researchers, we now have to consider not only the information, but the role economics and entertainment might be playing in what information is available to us, and how that information is presented. Dunaway (2011) also points out all of the captured knowledge that exists and stored is manipulated by information technology. Databases and Web search engines limit access to information and rank search results. Certainly, one of the biggest challenges tech brings to library services is a general sense that we are not needed, that patrons can certainly just Google all by themselves. We need to help our patrons understand the complexities of the information ecosystem, and that Google is really just the tip of a very large, very complex information iceberg.
Another big shift caused by technology, particularly social media, in information literacy is the know-how to create and share new knowledge. Students must be able to go beyond writing a traditional research paper that is read only by a professor into a creating a myriad of presentation possibilities that can be shared on a much larger scale. This involves evaluating which presentation style is appropriate for the message and audience, knowing how to use the technology tools to create the presentation, and considering ethical issues in sharing particular information in particular ways. The teacher/librarian's role in this process is much different than simply standing up and lecturing about citation styles. It is essential that we teach critical evaluation and self-reflection skills.
Friday, September 5, 2014
Information Literacy
Blog #1: What is information literacy? What is your experience with the 4 components of instructional literacy - reflective practice, educational theory, teaching technologies, instructional design?
Information literacy is the ability to find, evaluate, obtain and use information that meets a particular need. Although I don't think this definition has changed over my lifetime, I do think the emphasis has shifted. When I was in high school and college, it could be very difficult to find information. There was no Google (which is so hard for my own students to comprehend), no online finding tools, databases, etc. I had to use a card catalog and search print sources, and often I came up empty handed. What I lacked in efficiency, however, I gained in quality assurance. Most of the sources I found were scholarly and from (at least we believed at the time) trustworthy sources. Today, we are bombarded with information from all sorts of sources, some biased, some inaccurate, some who publish with malicious intent. So, instead of spending most of our time on finding this information, I believe the focus of being informationally literate should be placed on the evaluation piece.
As a high school teacher, I have had experience with all four of the components of instructional literacy. I try to engage in Reflective Practice whenever I'm in a classroom. The ability to assess the learning as well the attitudes in the room as you teach takes a lot of practice. There is no more frustrating feeling than when you recognize your students just aren't getting what you are trying to teach. And so you sometimes have to adjust on the spot in order to help students understand or to increase their engagement. Sometimes it works, sometimes not. Educational Theory: research-based learning, instructional, and curriculum theory, is something that most teachers do not have time for in their daily teaching lives. This reality is unfortunate, as I believe teachers could gain a lot from the knowledge that researchers are sharing. I think most of us try to "keep up" by going to conferences and reading blogs and journals, but it is a problem that teachers are so overloaded they don't engage in this much. I think this is a place where school and academic librarians could really help. Often, their days are less structured and so they can, at times, spend more time looking at current research and share it with instructors. Keeping up with Teaching Technologies is another struggle for many classroom teachers. Taking graduate and professional development classes has helped introduce me to new technologies. Finally, Instructional Design is a method of integrating reflection, theory, and technology as you plan, deliver, and assess your lessons. Again, I try to do this as often as possible, but daily lesson planning can sometimes be spontaneous and based on factors that have nothing to do with good teaching and learning (e.g. time, space, administrative, and personal constraints).
Even though I have taught for 20+ years, actually, because I have taught for 20+ years, I am truly looking forward to this class. I think there is a danger that experienced teachers can sometimes get a bit...lazy, or at least wrapped up in routine. I know that much of what I do is intuitive, so it will be good to step back and look critically at my teaching skills to see if they are, in fact, best practices.
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