The fluidity and resiliency of cognition

Very often, when I am discussing cognitivism, information processing theory, and automaticity, I mention a story I saw dramatized in Grey’s Anatomy and then reported on ABC’s 20/20.  In the story, a toddler has a hemispherectomy—a literal removal of half of the brain.  This story is from about 4 or 5 years ago.  This amazing little girl demonstrates the power of the human brain and cognition in young children to find new paths to accomplish the tasks we need to live.  Other older stories also exist, such as with Jessica.

Today, on the NBC Today Show, they had another little girl, whom I believe was considerably older that the one I had seen and read about previously, that had also had a hemispherectomy.  Her recovery, resiliency, and growth is nothing short of miraculous.  I encourage you to watch the story and let me know what you think.

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Warning: Constructivists read at your own risk!

As I reminisce on my undergraduate Education Psychology course and graduate courses that promoted the need for incorporating constructivist practices in the classroom to “prove” you are a student-centered educator, I often contemplated the effectiveness of the constructivist teacher in the classroom. Before revealing my perspective, let’s identify some key points related to constructivism.

5 keys of Constructivism

• Constructivism is not a theory of learning instead it is philosophy that underlines various theories and combines them to form an epistemology
• Constructivists promote the need for the learner to discover their own knowledge to enrich their experiences
• Other names for constructivism are discovery learning and inquiry-based learning
• According to constructivist, new knowledge acquired by the students must be re-constructed in the learners’ mind which involves eliminating any discrepancies to develop a knowledge structure that is meaningful to the student
• Constructivist practices are usually prominent in science classrooms

Additionally, Tuncer Can stated on a blog post that students in a constructivist environment demonstrate the following qualities: self-controlling, realistic, scientific, and value generator just to name a few.

Before progressing let’s consider the following scenario: An algebra teacher is ready to introduce her students to the concept of pi (3.14) in the geometry portion of the lesson sequence. The students are enrolled in regular education classes and some have a solid understanding of basic algebra, while other students are lacking the necessary foundational skills to be successful with this concept. A constructivist would see this as a valuable opportunity to allow the students to discover the meaning of pi (3.14) through manipulating shapes, measuring shapes, comparing objects, etc.

However, if the students possess limited to no background knowledge of pi (3.14) are they truly able to construct their own knowledge? Will their knowledge of pi (3.14) be totally misconstrued or partially inaccurate? Are these inaccuracies acceptable because the student may have an epiphany and pi (3.14) will transform to knowledge in their minds? Do constructivists take cognitive overload into consideration when learning? How soon does the teacher intervene, since in the constructivist classroom the teacher is the “coach”?

Constructivism is a learning philosophy that has the potential to expand on a concept once it has been grasped by the learner, but if learners have limited knowledge are they able to construct (build) their own learning without the appropriate tool-background knowledge?

Being student centered means you take the needs of your learners first before delivering the instruction. A student centered educator is cognizant about the abilities of their learners and utilizes the instruction to bolster student achievement. When an educator has the students’ instructional levels, behavior characteristics, and effective strategies in their repertoire they are ensuring students are the primary focus from the development of the objectives to administering the evaluation. When learning is not achieved, the student-centered instructor determines the weaknesses and strengths of the learners and devises a plan on “how” to re-teach the concept/skill to achieve learner mastery.

Developing an in-depth knowledge regarding teaching and learning in order to diagnose and remediate instruction instantaneously to prevent frustration during instruction, and avoiding the possibility of a students’ motivation levels plummeting is student-centered instruction. Continuously providing students with motivational techniques to increase their confidence and performance level in the classroom promotes a student-centered environment. According to Dr. Kate Kinsella (2010), the research on motivation and learning states the most critical success factor for students is the ability for them to perceive themselves being successful. It would be quite difficult for a learner to perceive success while struggling to “discover” a new concept!  Delivering instruction customized to your learners needs and sustaining motivation in the classroom are the main ingredients of a students centered learning environment.  All of this can be accomplished in a classroom where the educator skipped the final exam essay question requiring him/her to support the constructivist viewpoint in an undergraduate Educational Psychology class!

References

Cruickshank, D., Bainer , D., & Metcalf, K. (1999). The act of teaching (4^th ed) . Boston, MA : McGraw-Hill.

Can , T. (2007). Constructivist learner. Retrieved March 13, 2010 from Constructivist Education: http://constructivist-education.blogspot.com/.

Kinsella, K. (2010 March). Accountable student engagement in the READ 180 classroom. Webinar presentation presented on WebEX.

Reiser, R., Dempsey, J. (2007). Trends and issues in instructional design and technology(2^nd ed). Upper Saddle River, NJ. Pearson

Guest blogger: Terica Butler is a former middle school reading/language arts teacher. She taught in an urban school setting for six years. After teaching, she transitioned into the role of an Implementation Consultant for Scholastic. She now has the opportunity to serve teachers and students in Memphis, Tennessee and other large urban districts.  Terica is presently pursing a doctoral degree from the University of Memphis. Her interest in education include: urban education, professional development for teachers, instructional design embedded in technology.  After completing her degree, Terica plans to continue improving the lives of teachers and students in school districts across the country!

Putting it all together: What I learned from teaching adults

As the opportunity arose to teach, I was hesitant because of the enormous responsibility I felt to ensure that the content presented would be understood and applied by the students in my class. As I began to teach, I had no idea the impact this might make on their lives. These individuals were characterized as the nontraditional student (NCES, 2002).  My concerns were whether I was going about the right way to teach such a group of adult learners.

I was eager to know if there were strategies for teaching adult learners. I had heard the term pedagogy, but through various workshops and conferences I was introduced to the term andragogy. What was the difference and did it matter? Malcolm Knowles (1977) laid the foundation that differentiates adult learners. This began my pursuit to further my own education to meet my needs, which has brought me through the Instructional Design and Technology program. In these courses I have learned theories, strategies and design principles to support learning.

The first lesson learned was from the ARCS model by John Keller. One particular element that stands out is relevance. Adult learners have an immediate need to make application of their learning. These learners bring life experiences that assist in integrated new knowledge into prior knowledge. Durff’s Blog, Making Connections illustrates the schema we have and for adults it is about making the connection quickly.

A second lesson I learned was internal motivation and self-direction. There comes a time where most of us consider learning as a life-long process and embrace the challenge. Our desire to learn improves understanding of concepts as it relates to our work, interests, and daily living. In Melanie Booth’s installments on adult learning, she sheds a different perspective from her toddler’s actions. Her first three installments illustrate perspective, growth, and experience which adults bring with them to the classroom.

As I teach adults, I am also an adult learner. The lessons learned from teaching adults along with my desire to further my education have connected more pieces to the puzzle. What pieces can you add about adult learning?

References

Knowles, M. S. (1977). The modern practice of adult education: Andragogy versus pedagogy (8th ed.). New York: Association Press.

National Center for Educational Statistics (2002). Findings from the condition of education 2002; Nontraditional undergraduates (NCES 2002-012). U.S. Department of Education, NCES. Washington, DC: U.S. Government Printing Office.

Thompson, M. A., Deis, M.H. (n.d.). Andragogy for adult learners in higher education. Retrieved February 23, 2010 from http://business.clayton.edu/mthompso/02%20Allied%20Academy%20Paper%20F inal.doc

Guest blogger: Amanda Bevis manages the Madison County Adult Education program in Jackson, TN.  Her prior work has gained her experience in healthcare, computer programming, and in the university setting all utilizing her computer experience. She holds a Bachelor’s degree in Computer Science and is currently pursuing a Master’s degree in Instructional Design and Technology.

Bookmarks for January 24th through January 27th

These are my Jumptags for January 24th through January 27th:

• Software Project Management Resources — Columbia University – Project management resources: templates, samples, articles, software, lecture notes on software & general PM. Updated January 6, 2009. John Musser.
• Custom E-Learning Training & LMS Solutions Kineo – Tip 35: A Shot of Theory – Elaboration Theory – A synopsis of elaboration theory from the folks at Kineo.
• Forty_three_Interesting_Ways_to_use_Wordle_in – 43 Interesting ways and tips to use Wordle in the classroom.

Bookmarks for December 17th through January 4th

These are my Jumptags for December 17th through January 4th:

• The Ultimate Guide to Creating a Design and Converting it to HTML and CSS – A full-featured how to for creating a design and then converting it to HTML and CSS.
• Kineo – Custom E-Learning Training & LMS Solutions – Tip 33: A Shot of Theory – Keller’s ARCS Model – An overview and application of Keller's ARCS model.
• Download of the Day: iRed Lite (Mac) – Downloads – Lifehacker – Mac OS X only: Freeware app iRed Lite lets you control almost any application using your Apple Remote, such as with Powerpoint (built in).

Bookmarks for December 16th

These are my Jumptags for December 16th

• The Rules | Brain Rules | – Brain Rules by John J. Medina is a multimedia project explaining how the brain works. It includes a book, a feature-length documentary film, and a series of interactive tutorials.
• How To Design Custom PowerPoint Templates for E-Learning (Plus 8 Free Templates) » The Rapid eLearning Blog – Tom Kuhlmann offers up more Powerpoint templates and a how to for using a Web site for inspiration.
• 50 Beautiful Free Icon Sets For Your Next Design – Smashing Magazine – Round-ups of beautiful and useful icons are almost legendary here, on Smashing Magazine. While some readers complain about the annoying list -style of some of our…

Bookmarks for October 13th through October 15th

These are my Jumptags for October 13th through October 15th:

• Weebly – Create a free website and a free blog – Weebly has now added an education section. Weebly is perfect for creating classroom websites, student e-portfolios, and websites for assigned projects.
• Free Adobe Dreamweaver Tutorial | CSS Tutorial for Creating Layouts in Dreamweaver | Layers Magazine – This tutorial covers the process of building a CSS-based layout from scratch using Dreamweaver. Great beginner tutorial.
• Free Adobe Dreamweaver Tutorial | CSS Tutorial – Basics of Working with Cascading Style Sheets | Layers Magazine – This tutorial covers the basics of creating CSS in Dreamweaver using the CSS Rule dialog. Great intro.
• Adobe Flash Tutorial | Creating an interactive story in Adobe Flash part 2 – A simple tutorial for moving around Flash CS3. Part 2.
• Adobe Flash Tutorial | Creating an interactive story in Adobe Flash – A simple tutorial in two parts for moving around Flash CS3.
• Flash CS4 |Timeline Animation | Motion Editor | Layers Magazine – With Flash CS4 now has auto-keyframing, a full-featured motion editor, and—most importantly—the ability to animate each property of an object separately from one another.
• Open Access Educational Technology journals – George Veletsianos – One of the resources developed for my students is a listing of open access journals (name, url, and RSS feed) that publish papers on the nexus between technology and education (educational technology, instructional design, e-learning, online distance…
• Best Time-Tracking Application: Klok – Time management – Lifehacker – Earlier last week we asked you to share your favorite time-tracking applications and then we rounded them up for your review.
• The speed of information – The speed of information between neurons.
• 33 Websites For Vector Images Download | Pro Blog Design – Here is a list of free vector images for download, if you're designer and look for vector images for your design project, you can simply download this…
• 3 Ways To Find The Best Website Color Scheme – Learn how to pick a website color scheme that keeps visitors engaged. Includes a list of questions to ask clients and a color psychology cheat sheet.
• Using John Keller’s ARCS model to motivate online learners « Onlignment – ARCS provides a good summary of the issues to be considered when designing a learning intervention. In particular it makes sense to me when putting together a live online learning event.
• Live Online Learning – a facilitators guide « Onlignment – To download your free copy of “Live Online Learning – a facilitator’s guide” just sign up for the free newsletter.
• Healthcare Napkins wins World’s Best Presentation Contest 2009 | SlideShare Blog – Thousands of presentations are uploaded to SlideShare everyday. But some catch your eye from the moment they get uploaded. Tha's the case with the winning
• 5 Steps to Slide Design for Non-Designers by Ellen Finkelstein | SlideShare Blog – I’ve come up with 5 steps that you can take to create a presentation that will work, even if you’re not a designer.

Bookmarks for September 9th through September 16th

These are my Jumptags for September 9th through September 16th:

• The SQ3R Method – An overview and summary of the SQ3R method for studying and reading comprehension.
• Reciprocal Teaching – An overview and summary of reciprocal teaching by Palinscar.
• Behaviorism Tutorial – A tutorial on behaviorism from Athabasca University.
• Periodic Table of Typefaces on the Behance Network – This particular table lists 100 of the most popular, influential and notorious typefaces today.
• Basics of APA Style 6th edition – An Adobe Flash presentation with slides and audio narration of the basics of APA style. References to page numbers in the 6th edition are given.