Comments on: On Learning http://durandus.com/phaedrus/2007/08/25/on-learning/ Technology is neither the problem nor the solution. Tue, 6 Jan 2009 23:15:42 +0000 http://wordpress.org/?v=2.6.2 By: Gloria Newsome http://durandus.com/phaedrus/2007/08/25/on-learning/#comment-5166 Gloria Newsome Sun, 02 Sep 2007 16:28:55 +0000 http://durandus.com/phaedrus/2007/08/25/on-learning/#comment-5166 I want to reply to Kim's comment about foreign students. I met a teacher from Spain who taught here in Kentucky through the Teacher exchange program. She was teaching at a small rural school and she was having a difficult time adjusting to the culture differences. She had several concerns. One was the lack of respect she received from the American students. She said in Spain that when a teacher entered the classroom, all the students stood as a gesture of respect. She also said that the students she had here had no desire to learn Spanish and that in Spain, English is a required course for all students. She also said that the students at her school thought she came from a third world country who had no resources and was uneducated. She didn't stay here long enough to finish out her 3 year contract. There is a difference in cultures and respect issues according to countries but also according to different cultures within the U.S. I want to reply to Kim’s comment about foreign students. I met a teacher from Spain who taught here in Kentucky through the Teacher exchange program. She was teaching at a small rural school and she was having a difficult time adjusting to the culture differences. She had several concerns. One was the lack of respect she received from the American students. She said in Spain that when a teacher entered the classroom, all the students stood as a gesture of respect. She also said that the students she had here had no desire to learn Spanish and that in Spain, English is a required course for all students. She also said that the students at her school thought she came from a third world country who had no resources and was uneducated. She didn’t stay here long enough to finish out her 3 year contract.

There is a difference in cultures and respect issues according to countries but also according to different cultures within the U.S.

]]> By: Traci http://durandus.com/phaedrus/2007/08/25/on-learning/#comment-5039 Traci Thu, 30 Aug 2007 15:14:09 +0000 http://durandus.com/phaedrus/2007/08/25/on-learning/#comment-5039 Thinking back to when I was in high school, I can honestly say that I hated it more than any of the students I teach today. I remember only one thing I was taught from high school and that was the only thing I was truly interested in; my business program. It wasn't until I was out of school for 13 years that I decided I wanted to go back to school and get my business degree. I loved technology then and I still love it today. I have always had jobs that allowed me to learn and grow with technology. I agree with you totally that very little learning comes from the teacher. Students have to be interested in what they are learning to be able to apply and truly understand what is being presented before them! I know first hand, because I was one of those learners (still am today). I can instantly tell when my students are losing interest in what I am teaching them or sometimes, the way I am presenting the material. I try to immediately shift gears and fall on another plan because after all, who am I teaching for; me or my students. I also try to get a lot of feed back from my students on things I could change regarding my teaching. The sad fact of the matter is that students are usually stuck in the same old environment (lecture and listening) and have to adapt in some form for the purpose of being successful for their teacher's benefit! Thats just life and even though changes are coming about, the school environment is still the same old same old! Thinking back to when I was in high school, I can honestly say that I hated it more than any of the students I teach today. I remember only one thing I was taught from high school and that was the only thing I was truly interested in; my business program. It wasn’t until I was out of school for 13 years that I decided I wanted to go back to school and get my business degree. I loved technology then and I still love it today. I have always had jobs that allowed me to learn and grow with technology. I agree with you totally that very little learning comes from the teacher. Students have to be interested in what they are learning to be able to apply and truly understand what is being presented before them! I know first hand, because I was one of those learners (still am today).

I can instantly tell when my students are losing interest in what I am teaching them or sometimes, the way I am presenting the material. I try to immediately shift gears and fall on another plan because after all, who am I teaching for; me or my students. I also try to get a lot of feed back from my students on things I could change regarding my teaching. The sad fact of the matter is that students are usually stuck in the same old environment (lecture and listening) and have to adapt in some form for the purpose of being successful for their teacher’s benefit! Thats just life and even though changes are coming about, the school environment is still the same old same old!

]]> By: Tippi Thompson http://durandus.com/phaedrus/2007/08/25/on-learning/#comment-4950 Tippi Thompson Mon, 27 Aug 2007 15:01:42 +0000 http://durandus.com/phaedrus/2007/08/25/on-learning/#comment-4950 Experts have known for years that we as teachers need to make a connection that has relevance in order for students to better retain newly learned information. But the tricky part is how to do that with every bit of information. I can remember sitting in class thinking 'When am I EVER going to use this?' Middle School and High School students are at a developmental stage where they have difficulty thinking of anyone or anything but themselves. This can be a difficult barrier to cross. So, how do we combine 'Interest' with what they need to learn. Why is it that people can remember phrases from cartoons but have no idea what they ate for breakfast? (this would include my husband) As Educators we have figure out how to blend new information into fun, creativity, lasting memories, and retention......we have our work cut out for us, cause sorry guys there is just nothing fun about Language Arts(my personal dislike). Experts have known for years that we as teachers need to make a connection that has relevance in order for students to better retain newly learned information. But the tricky part is how to do that with every bit of information. I can remember sitting in class thinking ‘When am I EVER
going to use this?’ Middle School and High School students are at a developmental stage where they have difficulty thinking of anyone or anything but themselves. This can be a difficult barrier to cross.

So, how do we combine ‘Interest’ with what they need to learn. Why is it that people can remember phrases from cartoons but have no idea what they ate for breakfast? (this would include my husband) As Educators we have figure out how to blend new information into fun, creativity, lasting memories, and retention……we have our work cut out for us, cause sorry guys there is just nothing fun about Language Arts(my personal dislike).

]]> By: Kim Dearing http://durandus.com/phaedrus/2007/08/25/on-learning/#comment-4947 Kim Dearing Mon, 27 Aug 2007 14:13:44 +0000 http://durandus.com/phaedrus/2007/08/25/on-learning/#comment-4947 In reading this initial post I am reminded of one of my college roommates, who was an exchange student from Japan. When I first met Yoko, she was dragging a rolling backpack that was twice the size that she was. After unpacking, she flopped down on the bed and I started asking her questions about herself, Japan, etc. I distinctly remember asking her, "What do you like to do?" She responded, "I like to read books that are noble." I was speechless. How does a twenty-something respond to that?? At any rate, over the course of two years living with Yoko, I heard all about her philosophy of the American student. She claimed that our downfall rested in the lack of discipline, and that Americans had to be entertained in their education. I can remember her saying, "What do you do when you don't care for a professor? You drop the class." Although this has never applied directly to me, I can see her point. Just curious as to what others may have to say on the subject. In reading this initial post I am reminded of one of my college roommates, who was an exchange student from Japan. When I first met Yoko, she was dragging a rolling backpack that was twice the size that she was. After unpacking, she flopped down on the bed and I started asking her questions about herself, Japan, etc. I distinctly remember asking her, “What do you like to do?” She responded, “I like to read books that are noble.” I was speechless. How does a twenty-something respond to that?? At any rate, over the course of two years living with Yoko, I heard all about her philosophy of the American student. She claimed that our downfall rested in the lack of discipline, and that Americans had to be entertained in their education. I can remember her saying, “What do you do when you don’t care for a professor? You drop the class.” Although this has never applied directly to me, I can see her point. Just curious as to what others may have to say on the subject.

]]> By: Barbara Nantz http://durandus.com/phaedrus/2007/08/25/on-learning/#comment-4940 Barbara Nantz Mon, 27 Aug 2007 03:21:10 +0000 http://durandus.com/phaedrus/2007/08/25/on-learning/#comment-4940 Exactly! I know this but I feel like such a failure as a teacher because I can't seem to accomplish this. I feel like the harder I try the harder it is to accomplish. I feel that the students only need guidance to find the answers, but what they get is lecture and "talked" at about what they are going to know. I feel that I have not accomplished what I need to with my students yet. I try to lead them on an exploration, for the answers but I don't know how. This is what I am trying to accomplish in my classroom, but fear I will never get there. Exactly! I know this but I feel like such a failure as a teacher because I can’t seem to accomplish this. I feel like the harder I try the harder it is to accomplish. I feel that the students only need guidance to find the answers, but what they get is lecture and “talked” at about what they are going to know. I feel that I have not accomplished what I need to with my students yet. I try to lead them on an exploration, for the answers but I don’t know how. This is what I am trying to accomplish in my classroom, but fear I will never get there.

]]> By: Shannon http://durandus.com/phaedrus/2007/08/25/on-learning/#comment-4932 Shannon Sun, 26 Aug 2007 17:52:32 +0000 http://durandus.com/phaedrus/2007/08/25/on-learning/#comment-4932 "Those who do learn" comes to mind. If the educator makes the student do something with the information that is to be learned and connects it to other knowledge the information is more likely to stay. I agree with the smarter than a fifth grader analogy, if you haven't recently used the information you lose it just as many of the contestants prove every week. I teach physics and chemistry so I can much more readily relate my topics to real life. Whether the students learn how their car stereo works or why their windows fog on warm wet night they make a connection to other experiences they have had in life and cement the learning better. Students like for the learning that is taking place to fit into and build upon the other ideas that they possess. The reason that we don't remember the capitol of Wyoming is that it is a free floating chunk of information with tenuous connection to other pieces of knowledge that we hold true. “Those who do learn” comes to mind. If the educator makes the student do something with the information that is to be learned and connects it to other knowledge the information is more likely to stay.

I agree with the smarter than a fifth grader analogy, if you haven’t recently used the information you lose it just as many of the contestants prove every week.

I teach physics and chemistry so I can much more readily relate my topics to real life. Whether the students learn how their car stereo works or why their windows fog on warm wet night they make a connection to other experiences they have had in life and cement the learning better.

Students like for the learning that is taking place to fit into and build upon the other ideas that they possess. The reason that we don’t remember the capitol of Wyoming is that it is a free floating chunk of information with tenuous connection to other pieces of knowledge that we hold true.

]]> By: Joe McConda http://durandus.com/phaedrus/2007/08/25/on-learning/#comment-4924 Joe McConda Sun, 26 Aug 2007 13:38:00 +0000 http://durandus.com/phaedrus/2007/08/25/on-learning/#comment-4924 I just read your additional comments on learning and I couldn't agree more. Learning is unique to each individual and what a person learns is dependent on so many things. The teacher and the classroom are not the sole factors in the learning process. As you said, in most cases, those two factors have very little to do with it. I hope to learn ways to create a desire in students to truly learn....not just jump through hoops for me. I just read your additional comments on learning and I couldn’t agree more. Learning is unique to each individual and what a person learns is dependent on so many things. The teacher and the classroom are not the sole factors in the learning process. As you said, in most cases, those two factors have very little to do with it. I hope to learn ways to create a desire in students to truly learn….not just jump through hoops for me.

]]> By: Gloria Newsome http://durandus.com/phaedrus/2007/08/25/on-learning/#comment-4918 Gloria Newsome Sun, 26 Aug 2007 04:58:03 +0000 http://durandus.com/phaedrus/2007/08/25/on-learning/#comment-4918 I guess the obvious gets lost in all the negativity of what is expected from teachers. I agree that learning is an ongoing process and we are all continually engaging in that process. We do lose most of what is presented in the classroom but if students are interested in the content, they will retain more of what they have have learned. Some students are more disciplined and are more motivated to be learners. If they like the subject- they will retain more... good night I guess the obvious gets lost in all the negativity of what is expected from teachers.

I agree that learning is an ongoing process and we are all continually engaging in that process. We do lose most of what is presented in the classroom but if students are interested in the content, they will retain more of what they have have learned. Some students are more disciplined and are more motivated to be learners. If they like the subject- they will retain more…
good night

]]> By: dancingnancy533 http://durandus.com/phaedrus/2007/08/25/on-learning/#comment-4914 dancingnancy533 Sun, 26 Aug 2007 02:16:27 +0000 http://durandus.com/phaedrus/2007/08/25/on-learning/#comment-4914 I concur with the previous comments. Learning does not simply take place in the classroom. Bathroom readers are great examples. One of my favorite ones to read is a little book called "Why Do Men Have Nipples?". I'll admit, the title itself made me want to know the answer to that question. The book was written by two doctors who answered several questions that people would only be comfortable asking after a few drinks. To answer the question, everybody begins developing mammary glands in the embryo stage. For the first six weeks, we follow the female template of development until we come to the infamous fork in the road where an embryo either accepts the X or Y chromosome to determine the gender. Regardless of which path the embryo takes it keep the nipples and breast tissue that had already developed. Now, I learned this little tidbit of information in a place that would be considered the most untraditional environment. My interest was peeked with the title and I wanted to know more. Teachers try to do this with probing questions at the beginning of a lesson. Maybe using more popular culture in lessons could grasp the attention of students. I think one of the big things kids, teenagers, and even adults like to learn are movie quotes. How many people watched the movie "Old School" and went around saying, "You're my boy, Blue!"? Those little tidbits are most easily remembered because they're are what interests us the most. About 80% of the information that we want to remember is trivial with the rest being useful "school-related" information. The challenge then becomes how can we tip the scales to increase the percentage of academic content and retainment rate. Do we use what is considered trivial as a springboard to what needs to be learned? It would be nice if we could use some of what is considered useless for a greater good, but it is hard to achieve that task. Instead we use prior knowledge as a very influential and helpful took to build comprehension of concepts. The use of pop culture, prior knowledge, or any other student interest is not a guarantee they will learn the content, but it definitely makes the odds look much better. I concur with the previous comments. Learning does not simply take place in the classroom. Bathroom readers are great examples. One of my favorite ones to read is a little book called “Why Do Men Have Nipples?”. I’ll admit, the title itself made me want to know the answer to that question. The book was written by two doctors who answered several questions that people would only be comfortable asking after a few drinks. To answer the question, everybody begins developing mammary glands in the embryo stage. For the first six weeks, we follow the female template of development until we come to the infamous fork in the road where an embryo either accepts the X or Y chromosome to determine the gender. Regardless of which path the embryo takes it keep the nipples and breast tissue that had already developed. Now, I learned this little tidbit of information in a place that would be considered the most untraditional environment. My interest was peeked with the title and I wanted to know more. Teachers try to do this with probing questions at the beginning of a lesson. Maybe using more popular culture in lessons could grasp the attention of students.

I think one of the big things kids, teenagers, and even adults like to learn are movie quotes. How many people watched the movie “Old School” and went around saying, “You’re my boy, Blue!”? Those little tidbits are most easily remembered because they’re are what interests us the most. About 80% of the information that we want to remember is trivial with the rest being useful “school-related” information. The challenge then becomes how can we tip the scales to increase the percentage of academic content and retainment rate. Do we use what is considered trivial as a springboard to what needs to be learned? It would be nice if we could use some of what is considered useless for a greater good, but it is hard to achieve that task. Instead we use prior knowledge as a very influential and helpful took to build comprehension of concepts.

The use of pop culture, prior knowledge, or any other student interest is not a guarantee they will learn the content, but it definitely makes the odds look much better.

]]> By: Jen http://durandus.com/phaedrus/2007/08/25/on-learning/#comment-4911 Jen Sun, 26 Aug 2007 00:42:15 +0000 http://durandus.com/phaedrus/2007/08/25/on-learning/#comment-4911 Yeah, I definitely agree that most of the detailed stuff learned in school is forgotten easily. Have you ever seen the TV show 'Are you smarter than a 5th grader'? Most people get up there and look stupid because the questions are on some minor detail that they learned 20 years ago but seems foreign now. Meanwhile the 10 year olds are learning it at that point in time so they look smarter even though the adults have more knowledge, just not necessarily on that topic. Our minds have to remember so much more information about so many other things other than elementary school social studies, that I think we push that info to the side where it is easily lost over time. But other than that rant, I do agree that we are constantly learning. My husband and I took our daughter to Myrtle Beach for a week and we just got back yesterday. While we were down there we went to some Alligator place where I learned that Alligators can't eat in the winter because it's too cold for their bodies to digest food. If they do eat something it will sit there and rot and kill the alligator. Now I ask, when am I ever going to need to know this? Answer: never. But I learned something outside of the classroom just like I do everyday. So i guess if teachers could figure out ways to incorporate dumb facts that students will never need to know into their lessons, then they would ensure that learning is accomplished everyday. ; ) Yeah, I definitely agree that most of the detailed stuff learned in school is forgotten easily. Have you ever seen the TV show ‘Are you smarter than a 5th grader’? Most people get up there and look stupid because the questions are on some minor detail that they learned 20 years ago but seems foreign now. Meanwhile the 10 year olds are learning it at that point in time so they look smarter even though the adults have more knowledge, just not necessarily on that topic. Our minds have to remember so much more information about so many other things other than elementary school social studies, that I think we push that info to the side where it is easily lost over time.
But other than that rant, I do agree that we are constantly learning. My husband and I took our daughter to Myrtle Beach for a week and we just got back yesterday. While we were down there we went to some Alligator place where I learned that Alligators can’t eat in the winter because it’s too cold for their bodies to digest food. If they do eat something it will sit there and rot and kill the alligator. Now I ask, when am I ever going to need to know this? Answer: never. But I learned something outside of the classroom just like I do everyday. So i guess if teachers could figure out ways to incorporate dumb facts that students will never need to know into their lessons, then they would ensure that learning is accomplished everyday. ; )

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