Learning Theories week 2

Today's class focused on teachers' beliefs in how learning happens, and how a teacher's beliefs and attitudes carry into the classroom, with effects they may not intend or realize.
We began with a class discussion of metaphors- how each of us would describe teaching and learning as a metaphor. It was very interesting to hear all the different ways people viewed the teaching/learning process, from animal social behavior, to gardening and boating and more.
We discussed several articles we had read for homework. First Yero's article presented  us with anecdotes and examples of teaching that was not effective or successful. The conclusion we drew from her article was that teachers need to be very aware of their own beliefs and preconceived ideas, and critically reflect on the effect those might have on their teaching and their students. We all felt  this article had a pretty negative tone. GNA assured us that Yero's book in total was much more positive and upbeat. Hansen's article was more uplifting, he presented examples of teachers who related well to their students, modeling wonderful interpersonal skills and attitudes toward learning. From this article, we concluded that  while it is important to maintain order  in a classroom, a teacher must not control the students.  Some structure and familiarity is helpful to students as it provides an environment in which they feel comfortable and safe. It is important to respect yourself and be confident as a teacher and also to respect and  have confidence in your students. In an environment of trust and respect, they will rise to your expectations. Mutual enhancement leads to flourishment.
We watched several video clips of very different teaching styles. We saw teaching that was extremely controlling and repetitive, rote memorization. We saw teaching that encouraged students to develop their own ideas and creativity, and challenge traditional standardized beliefs. We saw teachers who encouraged individual experimentation and exploration as well as active collaboration and exchange of ideas to enhance their own understanding.
We began to learn about different types of growth and learning throughout our lifetimes- spiritual, Physiological, psycho-social, emotional, cognitive, gender, ethnic, and others.
Finally,in our Intel teams, we revisited our Learning maps from last week. Making new maps and comparing to our previous ones, we could see how we are viewing learning differently already. The different Intel groups had very different ways of designing their maps again. Our Intel group changed our focus from breaking down "Learning" into small, detailed, often disconnected pieces, into a map showing all the ways we receive information and knowledge and the actions and processes we use to give that "input" meaning, turning it into learning.

If students are given the opportunity to learn both independently AND collaboratively, and if they are given the freedom to explore alternatives to their fullest creativity, then they will learn successfully and effectively, rather than merely memorize information presented to them, because they will be fully engaged and vested in the learning process. They will feel it is THEIR learning  rather than someone else's teaching. That is, to me, an important distinction.