I’m a teacher but, unlike most teachers I know, I am not passionate about teaching. Rather, I’m passionate about learning.
This blog will be an attempt to record my learning…as a teacher, as a “student”, as a human being. The challenge is to document – via this blog – one item I’ve learned a day. Obviously, some days are packed, like today, when I attended a professional development course. The fun will be in dissecting days when learning isn’t so obvious.
Learn To Learn
This was the title of the course I attended today. There was some theory:
- learning is an assessable product but it is also a (teach-able) process
- learning is a factor of skill and will (cognitive and affective) as well as reflection (metacognitive)
- learning is a cycle of planning, acting and reflecting/evaluating
- learning necessitates a questioning mind (in my opinion, questioning is a manifestation of opening one’s mind, a necessary premise for learning it self)
- learning is personal/individual as well as social/interactive
I really enjoyed the strategies and examples, some experiential, that were shared. The list is massive so I’ve picked just a few here, possibly the ones I’m most likely to adopt.
- Metacognitive thinking, aka thinking about thinking: KWHL, self-assessment (Journal, learning log)
- Critical Thinking : PCQ/PMI, analogies (similarities and differences)
- Creative Thinking: SCAMPER
- Questioning: Progressive Questioning, Socratic
- Remembering: RAP, 30-word/short summary, analogies (making connections)
K: What do I know now? (Foundation)
W: What do I have to learn? (Goal)
H: How can I learn more (Plan and Activities)
L: What have I learned (Evaluation)
Journals – Potential scaffolds:
- What I recall and What I wonder
- What did I learn and what did I not learn (questions, confusions)
P: Pros, positives, plusses, advantages
C: Cons, negatives, minues, disadvantages
Q: Questions, consequences, what-ifs, interesting
Substitute, Combine, Adapt, Modify/Magnify/Minify, Put to other uses, Eliminate, Reverse/Rearrange
This has obvious application in design-oriented task but may also be used to challenge assumptions and the status quo.
Have the open-mind of a 5-yr old who constantly asks What, Why and How. Of course, the purpose is not to ‘annoy’ but to get a deeper and/or broader understanding.
The list is massive but the crux is asking questions to clarify and probe. Apart from the overt given, questioning should encompass assumptions, reasons, evidence, perspectives, implications.
R: Read and highlight key words/phrases
A: Ask key questions
P: Put into own words