For 7/19/11: What role does language play in learning? TLW use the strategy of making connections to develop further understanding about learning.
Cambourne discusses conditions necessary for learning and motivation for learning. First, for the journey from novice to expert there has to be a need (reason, purpose, motive, desire, intent, commitment) to learn. The process of learning happens by demonstration, engagement, transformation, discussion, application, and evaluation. Basically this article shows how connections are made in learning by explaining the processes of learning to iron. The steps are listed below. Central to this is understanding that language, how we present lessons, is important to their learning and how existing schema is used to learn new things or may need to be altered somewhat, because the way in which one interprets is a function of all of the experiences that one has ever had. The explanations of the learning process in ironing helped me to make connections in the steps that students use to learn new things. I was using existing schema and it was transforming what I already knew to apply how students (and adults) learn as I was picturing what he was saying with language and processes I understood. Cambourne also showed the disconnect and lack of learning that takes place when jargon is used that one doesn't understand--he showed this with trying to learn math in a language that he could not understand, thus couldn't learn.
Demonstration (actions and artifacts) are the raw material from which our students construct their meanings. Questions to ask self: Am I demonstrating what I intennd to demonstrate? Are my learners engaging with what I intend to demonstrate? Must have the attention of the students with something that is interesting or presenting it in a way that is interesting. Language must be meaningful and can connect with what the learner already knows and what she or he needs to know. Speak in a way that they can understand what you are saying.
Engagement: Principles of engagement
1. Learners are more likely to engage deeply with demonstrations if they believe that they are capable of ultimately learning or doing whatever is being demonstrated.
2. Learners are more likely to engage deeply with whatever is being demonstrated if they believe that learning this has some potential value, purpose and use for them.
3. Learners are more likely to engage with demonstrations if they're free from anxiety.
4. Learners are more likely to engage with demonstrations given by someone they like, repsect, admire, trust, and would like to emulate.
Transformation is when one knows and understands, thus should be able to explain what was learned in own in his own words while still maintaining its truth value. Schema is transformed (reconstructed or accommodated) where their old knowledge incorporates the new understandings from demonstrations.
Discussion: Learning has a social dimension to it. Learning, thinking, knowing, and understanding are significantly enhanced when one isprovided with opportunities for talking one's way to meaning.
Application is trying to resolve a problem that includes the above steps in the process. Here the freedom to approximate (make mistakes, and be wrong) is an important component. Eliminate punishment for wrong answers, encourage practice and working through the mistakes.
Evaluation: Potential learners are constantly evaluating their own performance as they engage, discuss, trasform and apply. Students should be asking, how am I going? Learners need feedback to evaluate their performance. Needs to be an authentic, supportive relationship between teacher and learner.
Engagement level: 7
Nice summary.
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