Tag Archives: student centered

Learning-centered education

12 Feb

What is the central focus in your classroom or course? What is in the nexus of your instruction? Is it learning, performing, socializing, producing (or reproducing), obeying, memorizing, or something else? What is the most important thing for your students to remember from your class or course?

It is surprising to realize how often our everyday teaching practices contradict our teaching philosophy!

Thinking about the core purpose of education: helping students to learn. How easily it gets diverted from the original focus on learning, and becomes a rite of passage or about measuring academic performance!

In everyday language we use such a huge a variety of definitions for “learning” – like answering correctly, passing,  “learning a lesson”,  memorizing, and so on – that it is easy to get confused and think that measured performance is equal to learning. I don’t think it is. Sometimes performance as learning means just cramming information into short term memory in order to pass an assessment or evaluation. Then that information can be forgotten, and it never becomes the much needed intellectual capital of knowledge.

When we simply measure performance with assessments and evaluations, we only get to see the end result of students’ learning process. We don’t know how the skill or knowledge was acquired. We just know that this student passed an exam, or created an acceptable product.  But the “learning” behind the score may not not what the educational systems wish it was: this kind of surface or strategic learning is usually not learning for life. It is memorizing for survival in testing-oriented educational context.

To change the learning context we must focus much more on supporting students’ learning process, because acquiring transferable and life-long knowledge and skills is exactly what real learning is, or what it should be. When we are too busy cramming all the minor details of our beloved subject matter into the lesson or syllabus, we easily forget what learning really is about: for students to construct their own understanding of the subject. Not only reproduce something the textbook says, but to use critical thinking in order to fully understand the topic and how it relates to the world where student lives.  Decontextualized learning is shallow or superficial by default. This is why I am very critical about prescriptive curricular and instructional design – students have different ways of thinking, different ways of learning, and different ways of knowing, and education has to accommodate those needs in order to be effective!

The easiest ways that I know to engage in learning-centered education is to provide choices for students. Thinking about learning as acquisition and elaboration of information (Illeris, 2003), it is handy to let students choose how they obtain the information. Sometimes letting students have a choice of where they get the information is beneficial (yes, I think wikipedia is a good starting point, but obviously students will have to dig deeper than that, and provide appropriate references for their sources). Also providing choices for learning strategies supports both students’ self-regulation and their learning process. Does it really matter how your student learned the concept or topic, if they learned it well? In order to help students’ independent learning skills to grow even more,  it is a great idea to provide choices for assignments and assessments, and use rubrics and formative feedback to guide students to the level of competence where they need to be. Naturally, each student will arrive to that point on their own, individual pace.

I know that standardized tests don’t really fit into this picture, but their purpose is not to support students’ learning. Those tests exist to provide numerical data for stakeholders in the form of summative evaluations, not to promote learning-centered education. As teachers we may not have enough voice to change the current educational policies, but engaging in learning-centered education helps students to be ready for both the tests and life.

How about making learning the central focus of your instructional practice?

 

N3C

Illeris, K. (2003). Toward a contemporary and comprehensive theory of learning. International Journal of Lifelong Education, 22(4), 396-406. doi:10.1080/0260137032000094814

 

Visible and invisible learning and teaching

13 Jan

Learning process is anything but linear and visible.

Best learning experiences are often messy and hard, but oh-so-rewarding. For education professionals it is sometimes nice to think about how the learning process is rolling forward like a simple cycle (like Kolb’s), and emphasize the perception and processing, but the reality is far more complex. There are pits, loops and rabbit holes along the way.

The discussion of learning process must include these invisible or intermediate processes of learning, and acknowledge the personal preferences that make learning stick. One size does not fit all.

Learning process

Our personal preferences for the intermediate processes of learning are the ways we prefer to perceive, choose, store, reflect and retrieve the data and information needed for learning. These preferences result from our previous experiences in life and learning, and they can either help or hinder our academic learning process (Green et al. 2012). Acknowledging the individual preferences and emphasizing the importance of metacognitive skills in learning helps to focus more on these invisible parts of learning process.

Teaching the metacognitive skills could be called invisible teaching, because it requires significant amount of interactions between the teacher and the student – interactions that may or may not relate directly to the learning objectives.

Learning happens everywhere. This must be acknowledged in curriculum design and instructional design processes, because without transfer to personal lives of students the formal learning is quite worthless. (This is obviously not a new idea, non scholae sed vitae has been around for a long time.) Unfortunately, teaching is sometimes seen as a simple act of delivering information.  In such learning environments evaluations of learning (or performance) are based only on the tests, exams, essays, worksheets and other ways of demonstrating the  mastery of the subject/topic.  Grades are handed out to students in the end of term or semester, but what do these grades actually mean?

Invisible learning could be called unvalued leaning, because it is not included in the evaluations conducted in formal education.  To be effective, contemporary education must strive “to capture intermediate learning processes in student work,” not just outcomes (Bass & Enyon, 2009, p. 15). One way to broaden the evaluation of learning is to use performance assessments with rubrics, so that students know what they are supposed to demonstrate, and use all their knowledge in the tasks, not just a small, segmented amount of knowledge that belongs to that specific class.

The challenge for contemporary education is to include the invisible learning into formal learning. Learning should always be life-long, life-deep and life-wide.  Students have lots of knowledge gained outside of the school systems, and in information societies we cannot – and should not – try to restrict students’ access to information. Visiting websites like wikipedia should be encouraged, with the constant reminder of not taking any information at a face value.  Not even what is printed in the textbook. 🙂

Bridging this informal or invisible/unvalued learning to formal education helps students to see their classroom learning more meaningful because it carries personal significance. Emphasizing invisible learning empowers students to engage in self-regulated learning and be more active in building their own, personal knowledge-base.

What is the easiest way for invisible learning to become valued in your class?

 

 

 


 

Bass, R. and Eynon, B. (Eds.). (2009). The difference that inquiry makes: A collaborative case study of technology and learning, from the Visible Knowledge Project. Academic Commons. Retrieved from http://academiccommons.org/).

Green, J., Liem, G. A. D., Martin, A. J., Colmar, S., Marsh, H. W., & McInerney, D. (2012). Academic motivation, self-concept, engagement, and performance in high school: Key processes from a longitudinal perspective.Journal of adolescence35(5), 1111-1122

Invisible learning as a new paradigm or metatheory.

 

 

Growth mindset for grit vs. empowerment

5 Sep

I enjoyed reading Alfie Kohn’s critique about Dweck’s mindset because it made me think about how we empower students to engage in their own learning process.  The article addresses points that are extremely important while using the mindset in the classroom, especially the pedagogical choices about focusing on traits like grit or supporting the individual learning process of each student. Mindset itself is important, but the way we discuss the growth mindset with students is even more important.

Personally I find it controversial to focus too much on learning styles or personality traits like grit (other labels are extroversion, openness, impulsivity, etc, google MyersBrigg or Big 5 for additional information).  This is because the contemporary learning theories highlight the subjectivity of learning, and the expected teaching dispositions are very clear about the need for all teachers to display the belief  that every student can learn (regardless the personality traits students have). Furthermore, I prefer to focus on supporting my students’ individual learning processes, because this helps them to become independent learners. Every student, child or adult, has their unique set of skills and needs, and perception of their own strengths and areas of growth. Discussing the growth mindset in the classroom may help some students to adopt better learning dispositions and engage more deeply in their own learning process.

It seems that mindset is a refined and renewed version of attribution theory and deals with students’ self-efficacy beliefs and locus of control.  We all have had those students and parents with the firm belief how “nobody in our family has ever been good in math” or “everyone in the family struggles with reading”. When children hear these messages stated over and over again in casual discussions, they often start to believe that they couldn’t possibly learn math, or be fluent readers, because those attributions don’t belong into their family. These beliefs easily create self-fulfilling prophecies that can seriously harm students’ learning.  Growth mindset can be an excellent tool to diminish these negative causal attributions and help students create a realistic (academic) self-concept. But, I don’t believe this can be achieved with something as simple and effortless as praise.

Praise is normative by its nature. Praise implies that the student met an invisible norm, known or set by the subject matter experts (teachers, educators, parents, etc). Thus praise is always about evaluation, because it is an external judgement about what the student did or what the student is (doing referring to the growth mindset and being referring to the fixed mindset). In education we need to increase the use of assessments and self-assessments with clear criteria about expected outcomes of assignments, so that students know what they are supposed to achieve and don’t have to rely on hit-and-miss strategies. Evaluations are very much overused, which is problematic because they emphasize the control over students and their performance, instead of providing learning support or feedback about the learning process.

The very first decision for every teacher to make before introducing the mindset to her/his students, is whether the mindset is used in the classroom to promote grit or to empower students to learn more.

Using mindset to promote grit in the classroom is fairly straightforward: create standards and labels for appropriate behaviour (maybe checklists), and we are good to go and evaluate students’ behaviours, actions and displays of true grit for demonstrating their growth mindset.  It is easy to quantify how many work sheets students have filled, or how many minutes they have engaged in the activities – and then praise the persistence in task (whether the task is meaningful for students is irrelevant in this environment).

I can understand why effort-praising, grit-building growth-mindset practices are appealing: they appear to be a quick fix for the most important problem in education – student disengagement. I am sure we could build a robot to offer praise every time when a student displays gritty behavior! But doesn’t this kind of praise seriously underestimate our students as vibrantly intelligent, creative and curious human beings? While persistence is important in successfully completing tasks or projects, it certainly cannot be the most important ingredient in educating students to become productive citizens of 21st century!

Grit vs empowerment

In the classroom reality the difference between the environments is obviously much less black and white, and features from both sides (grit and empowerment) are used in most learning environments I have seen. Balance is what matters. Taking behaviour at face value, and believing that it truly communicates what students are thinking is a big mistake. Students are not as experienced in communication and interaction as we teachers are, they are still trying to figure it out. (Here is a nice iceberg image about behaviour to remind us about the reality!)

Focusing on empowerment in mindset discussions is harder and more time consuming for educators, because empowerment requires a dialogue between students and the teacher. It is about engaging in authentic interaction where both parties are heard. In this environment assessment becomes an opportunity for feedback and growth. I am currently working on my dissertation about learner agency in formal education, and these very same themes of empowerment are important for educating students who are “self-organizing, proactive, self-reflecting, and self-regulating, not just reactive organisms shaped and shepherded by external events”  (Bandura, 1999, p. 156).  To thrive in the with the constant information overflow in the world today, this active choosing (instead of reacting) is exactly what our students need to learn.

We as teachers need to make informed choices about our pedagogical and instructional practices. Is it more valuable for students to remember that finishing all tasks gets them rewarded (with praise or grades), or to know that they can have an effect on their own learning process? This is a value level choice about the classroom practices we communicate to students with expectations and grading policies. So, when introducing the mindset in your classroom, please do think about the long-term goals. What do you really wish for students to gain from the mindset discussion?

Update on 9/29/2015:

Carol Dweck revisited mindset stating that she may have “emphasized sheer effort too much”. Wonderful!
Maybe this mislead educators to think that promoting grit is beneficial, and so it became this widely accepted misconception about contemporary learning!

Bndura, A. (1999). Social cognitive theory of personality. Handbook of personality: Theory and research, 154-196.

Informal learning improves the learning process

30 Jun

We, who work in formal education systems – teachers, faculty, administrators, and so on –  tend to have an overly serious view of learning. Sometimes we seem to think that formal learning experiences are the only real learning experiences, and that learning only happens when there is a teacher to document it.

I looked into my old posts and realized that I blogged about that last year, too. This is a really scary thought:

If learn

Formal learning – the learning that happens in educational systems – is learning that is measured with standards and learning objectives to be met.  For formal learning it is really important what students learn, and that students in some form reproduce the material provided for them. For informal learning to happen it is more important that students know how to learn – so that they can learn from any kind of interactions, where ever they happen to be.

We all have had natural born learners in our classrooms. These are students who seem to be learning easily, who have a good knowledge base for their age, and who may have opposite views and often they are not shy to express their opinions, either.  I think these are students who find it easy to combine information gained from different sources. They find common themes and happily put together things they learn from school, movies, comics, games, virtually anywhere, and then use it in different contexts.  This is what informal learning is about: producing knowledge, understanding and meaning!

Informal learning is an ongoing process, and in the contemporary world we must reform the educational thinking to meet the requirements of this century, and to prepare our students for living in the knowledge society, where they will have to choose between different sources and types of information.  This is also a change from teacher-centered to student-centered education.

The biggest difference is that in the past the teacher or the professor was the source of information – the true expert who had the official truth about the topic – while today the information is freely available for everyone who has access to the internet. But, there is also lots of misinformation out there, and figuring out what information is real and useful is often the biggest problem for students, who don’t have the same knowledge structure we educators do.

What has changed since the early days of public education is the way we view knowledge.  What used to be objective, unchanging,  and transferable is now subjective, context dependent and individually constructed.  The way we perceive knowledge changes everything in formal education. What we really need to improve education worldwide is more open source information. Wikipedia is a great first step in searching information, and students shouldn’t be discouraged to use it. Nor should we discredit the sources our students use, but ask them to show the merit of the author or proof of the claim.

Combining informal learning with the formal learning that happens in the classrooms improves the quality of education because blind obedience stifles imagination. Learning as a process can be seen as interactions between the student, content and environment. In formal settings teachers and faculty should provide guidance and introduce the main concepts and principles of the content, but leave opportunities for students to fill in some of the details.

Designing the instruction  in the way that allows informal learning to blend with formal learning helps students to learn how to learn, which increases meaningfulness and sparks curiosity – and these two important parts of engagement well met will also help students to take a deep leaning approach, which leads to life-long learning. This is what our students need to thrive in their future!

The true blended learning approach is not about technology and getting educators all excited about software and hardware, it is about blending formal and informal learning and upgrading the mindware.

Teaching and learning dispositions

28 May

What is your teaching disposition?

Providing a short answer to this question has always been a struggle for me, because so much falls under the concept of teaching disposition: values, beliefs about teaching and learning, interaction styles,  even worldview. So, where to start?

Those who have been following my blog already know that I am very passionately supporting student-centered learning and teaching, so obviously my teaching disposition focuses more on  supporting  students’ individual learning processes than anything else.  Pedagogical skill is very high on my priority list.

Believing that everyone can learn is one of the fundamental dispositions in contemporary education. This belief doesn’t always seem to fit perfectly with standardized testing, or labeling schools (and sometimes even students) as “failing”, based on a quantitative snapshot evaluation that tells very little if anything about the learning process (i.e. the learning quality).

Being convinced that knowledge is much more than a fixed bunch of  facts (information) brings another dimension to the dispositions because it defines the extent of our teaching. We must prepare students for the world that is a complex mixture of cultures and diverse beliefs, and while memorizing disconnected pieces of information may be a nice trick in trivia game, students also need to understand the contexts and connections of that information. Where did it come from, and is it trustworthy?  And an especially important question is: how can we use it productively?

Unfortunately the discussions about the nature of knowledge are seldom highlighted in professional meetings, but it should be. Misusing information is easy because it is shallow and has no situationality or contextuality – these are qualities of knowledge, where an individual has constructed an understanding of how given information fits into her/his worldview, beliefs and values. The use of labels falls into the category of misusing information, and it often leads into otheringwhich is how we define “us” and “others”.

It is easy to sort people, categorize them and label their qualities. But, when we use labels and define the problem in education for example as underachieving students, it locates the solutions to fixing the students. Not education, nor instruction, but students. How scary!  This is how something we know from research and experience to be beneficial for students, their learning and their future (e.g. bilingualism) suddenly becomes a problem (e.g. ELL, underachieving).  Of course these diverse students score lower in the standardized tests.  But their individual learning processes may be incredible.

In order to effectively communicate to students about the  importance of individual learning process, two additional parts of teaching dispositions must fall into place: keeping my bias in check, and differentiating for students’ needs – not for the labels we too often attach to students (you know: ELL,  poverty, learning disabilities, behavioral needs etc etc).   When we keep on othering, we point our fingers to students, label them, and provide remedial education — without checking our bias (is the problem really the student, or maybe the environment, instruction or context?) and without differentiating for students’ individual needs.  This deficit thinking also seems to be the origin for the grit discussions. Have you noticed that nobody is asking for successful students to show more grit? It may be because they don’t need to persist, because they have gained the sufficient knowledge with informal learning, and are getting bored out of their minds in the classroom. But these seemingly successful students would really need to learn how to learn effectively something new, because nobody can be excellent in everything.

Recent research also recognizes the importance of teachers’ interaction styles and skills as mediators for learning, and suggest that setting limits is more beneficial for students’ learning than guilt-inducing appealing to students emotions[1]. This makes perfect sense from the viewpoint of dispositions: respecting the diverse needs and skills of learners also leads to offering every student an individual amount of freedom and choice and providing the information in student-sized chunks.

So this is probably the shortest description of my teaching dispositions:  focused on supporting students’ individual learning process I strongly believe everyone can learn, I do also understand the importance of connected knowledge, and I try to check my own bias regularly to avoid engaging in othering and keep on striving to differentiate for my students’ individual needs.

Oh… and our teaching dispositions are of course very close to our learning dispositions, but even more up close and personal. Learning dispositions regulate our learning efforts, our interests and motivation. The origin of learning dispositions is complicated, but they are partially born from our everyday learning experiences.

What kind of learning dispositions you think your students are creating? What is important and valued in your classroom?

 

 

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1. Viljaranta, J., Aunola, K., Mullola, S., Virkkala, J., Hirvonen, R., Pakarinen, E., & Nurmi, J.-E. (in press). The role of temperament on children’s skill development: teachers’ interaction styles as mediators. Child Development.

 

 

Would you try competency-based education in your class?

14 Mar

Competency based education has several strengths over traditional seat-based education.  It supports students’ accountability of their own learning and allows students to advance in their own pace after meeting the explicit and transferable learning objectives, demonstrated by the assessment criterion (usually rubrics).

Time is the first element of individualization of learning — or at least it should be. We all have our own ways of processing the information that is thrown at us in formal education. It is foolishness to imagine that all students would take exactly the same time to process things to be learned.

This is exactly why I LOVE competency based education: when you are done learning one concept/topic, you can move on. Well defined learning objectives break down the skill/knowledge acquisition for students, and as a teacher (learning facilitator) I am there to ensure that nobody has to struggle too much, and that everybody has something meaningful to do, while engaging in her/his own learning process. This is how I have successfully taught on all school levels (and now work in a competency based university), and it is also the way I build my asynchronous PD courses.

The Working Definition of Personalized Learning is very good:

Personalized learning is tailoring learning for each student’s strengths, needs and interests — including enabling student voice and choice in what, how, when and where they learn — to provide flexibility and support to ensure mastery of the highest standards possible.[1]

It also discusses the learner-centered principles, which should be given in 2015 while designing curricula and instruction — but, alas, it is not. To refresh what learner-centered[2] principles are about:

The Principles apply to all learners, in and outside of school, young and old.  Learner-centered is also related to the beliefs, characteristics, dispositions, and practices of teachers – practices primarily created by the teacher.When teachers and their practices function from an understanding of the knowledge base delineated in the Principles, they:

(a) include learners in decisions about how and what they learn and how that learning is assessed

(b) value each learner’s unique perspectives

(c) respect and accommodate individual differences in learners’ backgrounds, interests, abilities, and experiences, and

(d) treat learners as co-creators and partners in the teaching and learning process.

Changing the focus from universal delivery of information (i.e. traditional teacher-centered educational model) to learner-centered or personalized learning approach (i.e. learning facilitation) is the first step.  Then, changing assessment and grading to reflect students’ learning process and engaging in non-punitive assessment model is the second step.

Here is a nice table about the elements for student-centered and competency-based education. While the table discusses children’s learning, I would like to remind all readers that adults’ learning is not much different, and the same elements are very applicable in all levels of education (and training). The table and the whole document can be found here.

12 elements for designing learning
I have been engaging in competency based learning for nearly 20 years now, and in all levels of education. The main gain is that it shifts the focus from doing busywork to being engaged in one’s own learning process. What more could an educator wish for? 🙂

The table above has a good alignment with Choosing How to Teach:

Learning Star3

The most Effective Learning occurs in the middle of the picture, where you can see the star.  If we are missing even one piece, the star –or learning – is not complete. Students’ achievement depends on their engagement and interactions with the learning environment and the materials. Competency-based education provides tools for achieving this.

 

 

Would you be willing to give competency-based education a try and change something in your current practice?

 

 

 

1 Patrick, S., Kennedy, K., & Powell, A. (2013). Mean what you say: Defining and integrating personalized, blended and competency education. Report, October.

[2] Learner-Centered Principles Work Group of the American Psychological Association’s Board of Educational Affairs, BEA. (1997, November). Washington, DC: American Psychological Association.

Student-centered assessment

18 Jan

Good quality assessment is an important tool for every educator.  At simplest it is just informally checking how students are progressing in their learning, which can provide a nice snapshot of an individual student or the whole class. Arranging these snapshots chronologically creates a display of individual learning process. These portfolios, learning journals, or other displays are very useful in learning environments where students are not formally evaluated, but they can also be used very effectively in all educational systems.

Formal education is often built on learning objectives and learning outcomes and thus assessing students’ performance is seen to be necessary.  Students’ progress in formal education is tied to a curriculum and students are evaluated to see if they meet the standards of the educational system. But, to support students’ individual and self-regulated learning process we also need to have strong formative assessment practices. Formative assessment of learning is then used to inform future instruction in the class, and thus also may become assessment for learning.

Classroom assessment has several requirements, though, to be beneficial for students and their learning process.  The very first and the most important requirement is that all assessments are non-punitive, so that they don’t create a threat for students to engage in their learning.  It is detrimental to use assessments that direct students to use shallow or strategic learning approaches!

An assessment cannot be a one-shot-only situation, because that emphasizes the view of learning as a product, not a process. Criterion based (or standards based) assessment where students get try again until they reach the standard is a good option. It is important to remember that while trying to measure students’ knowledge/skill in the content, the assessment shouldn’t be focused on students’ work habits or organization skills. Including learning about executive function to lessons is a good way to improve study skills.

The second requirement is that students must be included in decisions about how and what they learn and how that learning is assessed (as per APA learner-centered psychological principles). This doesn’t mean  letting students to do whatever they want, but opening the discussion with students about their learning process, allowing students to choose their learning/study strategies, and providing choices for both assessments and assignments.

The third requirement is for the assessment to improve the learning process, and build students’ self-efficacy beliefs while treating learners as co-creators and partners in their learning process (APA). Assessment contributes to students’ growing meta-cognitive skills, by providing feedback about both the learning and studying strategies and practices (not just the product, i.e. worksheet, paper, project, poster etc) in order to support students growth.  There is a big difference in evaluating the study strategies and providing feedback about them.

To be effective assessment must also inform the teacher about next steps in instruction and help the teacher to accommodate individual differences in learners’ backgrounds, interests, abilities, and experiences (APA). This also presents the requirement for providing choices in the classroom.

It is a good practice to include students’ self-assessments into the formative assessment system in the classroom, because it improves students understanding of their own skills and learning when they see how well the self-assessment and formative assessments meet. And, a major discrepancy between self- assessment and formative assessment is an excellent conversation starter between the teacher and the student — in both situations when the student over- or underestimates her/his skills and knowledge – and in which case it easily becomes both an assessment of learning and an assessment for learning.

And please, let’s not get confused between (formative) assessments and (summative) evaluations! One question about Finnish education that I often get to answer is about the absence of standardized testing in K-12 in Finland.  While this is absolutely true, and students don’t have to be prepped for tests for several weeks, the reality is that all teachers engage in ongoing formative assessment, in order to know how their students are learning.

 

 

APA Work Group of the Board of Educational Affairs (1997, November). Learner-centered psychological principles: A framework for school reform and redesign. Washington, DC: American Psychological Association.

COMPASS learning

23 Jun

After working for few weeks on a literature review about learning and teaching being disconnected, and how student empowerment improves learning, I just wanted to share the highlights. Here they are in a form of a compass:

COMPASS learning

 

Choices and open-ended questions are needed for increased student engagement and motivation in learning. Choosing is a skill that can (and should) be taught. It relates very straightforwardly to problem solving skills. If there is just one correct answer, and students should find it, no thinking or choosing is needed, and less learning occurs. Open-ended questions help us to understand better what the student thinks.

  • Feuerstein, R., & Falik, L. H. (2010). Learning to think, thinking to learn: A comparative analysis of three approaches to instruction. Journal of Cognitive Education and Psychology, 9(1), 4-20.
  • Goetz, T., Frenzel, A. C., Hall, N. C., & Pekrun, R. (2008). Antecedents of academic emotions: Testing the internal/external frame of reference model for academic enjoyment. Contemporary Educational Psychology, 33(1), 9-33

Metacognition needs to be emphasized and taught as a byproduct in every class. How cold anyone be proficient in learning, if they don’t have the information how learning happens best? We teachers sometimes forget that students don’t have all the same information we do.  Students academic self-concept is important for their learning competence, and if you are a university instructor, please remember that it is never too late to help students to find their confidence as learners. Sharing tools how others learn is an important part of any educational event.

  • Alexander, P. A. (2008). Why this and why now? Introduction to the special issue on metacognition, self-regulation, and self-regulated learning. Educational Psychology Review20(4), 369-372.

Pedagogy should be the focus in the classroom, and preferably in the literal meaning of the word “to lead the child”, i.e engaging students in learning facilitation instead of pre-scripted instruction. Students’ learning dispositions and the instructor’s teaching dispositions are equally important in the teaching-learning situation!

  • Shum, S. B., & Crick, R. D. (2012, April). Learning dispositions and transferable competencies: pedagogy, modelling and learning analytics. In Proceedings of the 2nd International Conference on Learning Analytics and Knowledge (pp. 92-101). ACM.

Student’s accountability in their own learning is far superior measure for achievement than externally set teacher accountability could ever be. Furthermore, in the Berry & Sahlberg article the external accountability measures seemed to prevent teachers from using effective small group practices. That sounds just downright wrong to me.  Teachers are the learning professionals. They should get to design the instructional method that best fits the group of students they are teaching.

  • Berry, J. & Sahlberg, P. 2006. Accountability affects the use of small group learning in school mathematics. Nordic Studies in Mathematics Education, 11(1), 5 – 31.)
  • Bryk, A. S., Sebring, P. B., Allensworth, E., Easton, J. Q., & Luppescu, S. (2010). Organizing schools for improvement: Lessons from Chicago. University of Chicago Press.

Self-regulated learning is essential for academic success. After all, learning IS individual, and the sooner students learn to self-regulate their own learning needs, the more likely they are to become lifelong learners.  The world is changing very fast, and it seems that the pace of change is not going to slow down anytime soon. This presents the dire need for every student to become a proficient lifelong learner, so that they can update their skills and keep up with the pace of the  progress.

  • Scardamalia, M., & Bereiter, C. (2006). Knowledge building: Theory, pedagogy, and technology. The Cambridge handbook of the learning sciences, 97-115.
  • Zimmerman, B. J. (2000). Attaining self-regulation: a social cognitive perspective. Handbook of self-regulation, 13-39.

Safety should be a given attribute in every school. In addition to ensuring the physical safety, the learning environment MUST be emotionally safe for students to engage in higher level thinking (check Maslow if you don’t want to take just my word for it). Students spend a lot of their time in school and classroom. If we want to have well-adjusted and balanced citizenry in the future, then the learning environment should contribute towards that goal.

  • Willms, J. D., Friesen, S., & Milton, P. (2009). What did you do in school today. Transforming classrooms through social, academic, and intellectual engagement.

 

Lifelong learning

20 Jun

I wish we didn’t so exclusively connect the concept of learning with formal education and going to school or being a (college) student.  Because learning actually happens everywhere, all the time. At school learning is just more focused and targeted to meet the standards or performance measures of the course.

Maybe it is just me, thinking how being a learner only depends on your mindset?  With a curious approach to life even reading your daily newspaper can become a learning experience, not to talk about diving into books…or the wonderful open source journals, databases, libraries… and wikipedia. Maybe I am addicted to learning, but I consider a great fun to hit the random article button in wikipedia and reading about something I maybe knew nothing about.

Lifelong learning is so important in these times when there is more information available in our fingertips than ever before!

Unfortunately many students are schooled out of their minds with too tight performance measures and learning objectives that leave very little or no space for wondering and creativity.  How can we help students to become interested in learning, not just expecting to be schooled or pass a test? How to help more students to become lifelong learners?

One way is to equip students with the skills to self-regulate their learning.   Helping students to think about their learning (tasks) and how they relate to a bigger picture, focus on their own thinking and learning while engaging in the task, and self-evaluate their learning?  (These components are also called forethought, performance control and self-reflection, as seen in Zimmerman, 2002.)

As a teacher and mentor I try to understand what is the mindset of my students, and I created the typology below to illustrate the  four different types of students we have.

 

Typology for motivation and dependence

 

 

Newman, R. S. (2008). The motivational role of adaptive help seeking in self-regulated learning. Motivation and self-regulated learning: Theory, research, and applications, 315-337.

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview.Theory into practice41(2), 64-70.

 

Teachers’ learning process has three dimensions

1 Jan

Who dares to teach must never cease to learn.

~John Cotton Dana

The one very important message in all learning and teaching today is about personalization, and how to understand it.  Student-centered learning has proven to be very effective. Students are not clones and should not be treated like ones, so it is important to think how the outdated factory model of education could be improved, and more choices included to students’ everyday learning experiences.

Our world today is very different from the dawn of the industrial world where school systems were created, so the way we prepare students for their unknown future should be changed. Well-rounded contemporary education aims for students to achieve the global competencies: investigate the world, recognize diverse perspectives, effectively communicate ideas and take action to improve conditions.

Edudemic has a nice visual about the next step (Web 3.0) in education: schools in the minds of students and parents evolving from their “daycare” status to places where we learn, and where knowledge is socially constructed and contextually reinvented.  This increases the purposefulness and meaningfulness of education, but also presents the need for mutual intentionality and accountability – students coming to school with the intention to learn, teachers with the intention to support students’ individual learning. 

In these times information is available everywhere – hand held devices, computers, books – and the teacher cannot be seen as the source of knowledge, but the facilitator for students’ individual learning and the guide for making good choices about how to use the information. Expanding the teaching profession to cover individual learning support must also change the way we think about teacher training and professional development.

Just like their students, teachers have diverse needs for their learning and professional development, and are entitled to their own learner-centered training experiences. Only by strengthening teachers’ learning process we can truly improve their professional competence and ultimately the learning experiences pupils will have.  Standards alone are not the solution – there must be room for personalization for all learners regardless their age or educational level. Engaging in the individual learning process enables both teachers and students to build up from standards and achieve the global competencies to thrive in the modern world.

3d teacher competence

All training and professional development (PD) should include the three dimensions of teachers’ professional competencyteaching and instruction, pedagogical knowledge and global reflection.  All three dimensions are important and contribute to the teaching-learning situations. The colour in the thirds deepens with layers of professionalism, produced by the teachers’ ongoing learning process. You probably notice how the third part, global reflection, seems to be drifting apart from the two others? That is unfortunately happening too often in training and PD. But excluding global reflection makes it significantly harder for teachers to achieve excellent learning facilitation skills and thrive in their profession.  

Too often we stay on the first dimension – the practical and concrete classroom experience –  in training and PD sessions and talk about the curricula or ready assessments without thinking about the pedagogy behind the practices or the decisions for these specific pedagogical choices. How would you incorporate the global competencies into the classroom experience, if everything is designed and scripted by someone else? And how do you think students will learn to investigate, recognize, communicate and act if they are not active participants in their own learning, and just arrive to school to be instructed and assessed instead of engaging in studies with their curiosity? The underlying philosophies and choices are very important for effective learning experiences!

Pedagogical  knowledge is the middle dimension of teachers’ learning process, which means it needs to be visited and revisited all the time in order to tie the rapid instructional decisions to the theoretical background we have about teaching, learning and understanding. According to this infograph at TeachThought blog teachers make 1500 educational decisions each day. Pedagogical knowledge helps us as teachers to become aware about our own choices in classroom practice. With solid knowledge of how learning happens and how it can best be supported we are taking a huge leap towards enabling students to be accountable for their own learning. No classroom or group of students is identical to another, so no practices should be adopted without thinking how well they fit into this particular class or group. 

The third dimension of professionalism – global reflection – combined with the pedagogical knowledge helps teachers to decide what strategies are the best fit in the classroom.  Teaching dispositions, values and  philosophy belong to global reflection, as well as didactic design, even though it is terminology used mostly in Scandinavia. This third dimension in teachers’ learning process and professionalism is s the big picture of teaching and learning. We only see what we are ready to perceive. Awareness is the first step in everything.  For educators it is really important to think about the question “why?”. Changing between the big picture and details helps us analyse teaching and learning, because it relates to the ability of taking different viewpoints to the same issue and trying to see what others see. For teachers this is essential, so that they can offer information in student-sized chunks and relate it to students’ previous knowledge, and thus support students’ learning process.

The three dimensions of teachers’ learning process (concrete instruction, pedagogical knowledge and values – or do, learn, think)  are present in all teaching-learning situations. They can be visible in the choices and interactions, or veiled in hidden expectations.  I want to encourage all teachers and professors to engage in value discussions  and joint reflection with colleagues and students to deepen the global reflection and their own professional competence.

 

This slide show is related to the three dimensions of teachers’ learning and professionalism. It was created for Global Education Conference so it discusses teacher training and PD from the viewpoint of global competencies.

 

 

 

 

 

 

References:

Kansanen, P., Tirri, K., Meri, M., Krokfors, L., Husu, J., & Jyrhämä, R. (2000).Teachers’ pedagogical thinking. P. Lang.

Mansilla, V. B., & Jackson, A. (2011). Educating for global competence: Preparing our youth to engage the world. Asia Society.