Thoughts on…
Cognitivism as a Learning Theory: Bill Kerr & Karl Kapp
One size does not fit all when it comes to Learning Theory, as Bill Kerr points out; “each _ism is offering something useful without any of them being complete or stand alone in their own right” (2007). Kerr also makes clear that _ism’s are constantly changing and evolving. Sometimes this is due to new research and sometimes it is due to new needs. Is it possible to have one _ism that is applicable everywhere? I don’t think so.
I find myself in complete agreement with Karl Kapp’s blog posting. We do need to take bits and pieces from all the _ism’s and pull the good from each. However, we must also consider the learning level, environment, and “expectations of outcomes that must be measured” (Kapp, 2007). What is correct and effective at one level or in one situation, may not be in a different one. As Kapp stated, “learning is not one thing…it is a multi-layered…multi-facetted”. Therefore to subscribe to just one school of thought ignores the good from others and the needs of the learners themselves.
I think one of the major contributing factors to this inability to find a “perfect” learning theory fit, is that learning itself is constantly changing. We are influenced by the tools and technologies that are available to us. These tools and technologies have a direct impact on how we learn. In Nicolas Carr’s interview on “Is Google Making Us Stupid?” he talks about how technologies over the years have directly and indirectly had an impact on how we learn. Although I do not completely agree with all of his assertions, I do think he has a point; as new technologies evolve, learning must evolve. By extension then so must learning theories. As this is a constant cycle of change, then learning and theories are also going to be in a constant cycle of change.
As educators, I think we must never “settle-in” and do things as we have always done. I, myself, have never had one school year where I could just repeat what I did the year before. But then again, if I did, I probably would not be happy as I know things would have changed and I would not be keeping up. Keep moving, keep current, and keep trying new things. This is what I believe.
References
Carr, N. (2010, June 23). Is Google making us stupid? The Commonwealth Club of California: The Public Forum. Retrieved from http://fora.tv/2010/06/23/Nicholas_Carr_Is_Google_Making_Us_Stupid
Kapp, K. (2007, January 2). Out and about: Discussion on educational schools of thought [Web log post]. Retrieved from http://www.kaplaneduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/
Kerr, B. (2007, January 1). _isms as filter, not blinker [Web log post]. Retrieved from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html
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For Module 2, I responded to the following blogs:
LaTonya Simmons
http://latonyasimmons2.blogspot.com/2011/03/module-2-posting.html
Wanda Ardoin-Bailey
http://educ-7105.blogspot.com/2011/03/cognitivism-as-learning-theory.html#comments
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Christine,
ReplyDeleteI agree with your mostly :)
You mention that you have never been in a school where you just repeated what you did before. Do you think this is something most teachers do? As an outsider looking in on public education, it seems to me that there are so many demands that tinkering with and changing methods might not always be feasible. This seems like a no win situation. I totally agree that learning is multi-faceted and multi-layered. I just wonder how much testing and the administration of testing gets in the way of meeting the needs of all students in this very layered environment.
Erica
Erica,
ReplyDeleteBelieve it or not, yes, there are teachers who do the EXACT SAME THING year after year. I kid you not, there are teachers who have plastic tubes labeled “September, October, etc”. In each month’s tub, is all the lessons, worksheets, classroom decorations, etc. needed for that month. They actually joke that when they retire, the next teacher doesn’t have to do anything, just take out the appropriate month’s tub and teach the lessons in there, as is.
You are absolutely correct about the testing. Our elementary students take NECAPS in October, NWEA in November, NEAPS in February/March, NECAPS and NWEA again in May. The title I students get each of these twice as our Special Ed director insists upon it so that teachers can demonstrate that they are helping the students advance. Don’t know how that works when they just took the test 3 weeks earlier. How much measurable progress can one teacher make with one student in 3 weeks while not forgetting the rest of the students in the class? It’s completely crazy if you ask me.
Thanks!!
-Christine