Now it is time for this mother to take a short break from updating this blog. I will continue writing about my own prior learning experience in August. Meanwhile I will start preparing the first task and continue my MBA studies. But mainly I will play with my children.
Have a nice summer!
Friday, 20 July 2012
The Individuality in Learning And Learning Styles
I have already written a little bit about learning styles and how a teacher could maintain from knowing them. In this blog I am not going to introduce the various concepts of learning styles more detailed since they can be found easily on Google. Anyway, the basics of learning styles are easy to adopt since they are mainly based on "common sense" and not heavily theoretical. In other words: everyone can understand them. I think that is where the beauty of them lays, but we should not take them for granted!
I have already posted this video link on the blog (Willingham 2008). I watched it again, and it made me to search the subject more. I found interesting articles concerning learning styles.
Research into educational applications of learning styles started in the 70s. Different concepts of learning style exist. However, the concept can be generally described as "the way an individual sets about learning something". Learning styles are seen consistent and relatively stable individual differences in the way people learn. There in no good or bad learning style, and it is seen important that education meets the specific strengths and weaknesses of learners. This is done by following guidelines based in the so-called "matching-hypothesis", which states that the latter will perform better, or at least appreciate the instruction to a higher extent, if a teacher matches instruction to the individual learning styles of his or her students. (In Search of Theoretical and Empirical Foundations for the “Learning Style Awareness” Hypothesis as Guiding Principle for Educational Applications of Learning Styles in University Education)
Nowadays the student is held more responsible for his / her own learning process and expected to be able to self-regulate the process. The "matching-guideliness for teachers" are seen less important and even unethical; the teachers are expected to help students to recognize their strengths in learning instead of trying to implement different strategies into teaching. The latest studies have questioned the impact of learning style awareness on the quality of learning. The impact must be reconsidered and certainly not be overestimated. (In Search of Theoretical and Empirical Foundations for the “Learning Style Awareness” Hypothesis as Guiding Principle for Educational Applications of Learning Styles in University Education)
In the article "In Search of Theoretical and Empirical Foundations for the “Learning Style Awareness” Hypothesis as Guiding Principle for Educational Applications of Learning Styles in University Education" the researchers state that "learning styles can play a role in stimulating metacognitive awareness of personal strengths and weaknesses in learning. It however appears from this study that some well-chosen questions can just as well boost these processes of self-reflection. A formal assessment does not seem necessary. It is also suggested that learning style measures can as well be bypassed. Knowing from this study that strictly adhering to results of a particular learning style instrument which are not considered very relevant by the students, might even cause resentment, the introduction of learning style information should always be carefully considered. It appears that if this information does not fit into the everyday experiences of the students, the risk exists that it will be rejected. Our results confirm that learning style instruments hold as much potential for harm as they do for good". (In Search of Theoretical and Empirical Foundations for the “Learning Style Awareness” Hypothesis as Guiding Principle for Educational Applications of Learning Styles in University Education.)
All in all, it seems like learning styles may not play such a big role in teaching and learning. At least they should be researched more and based on theories rather than common sense. Different concept of learning styles should not be mixed up with the theory of learning process. Also the risks of paying too much attention to learning styles should be recognized by teachers and tutors. As stated in the attached video link, teaching should be about "making sure that the students learn the meaning by using various but suitable and motivating teaching methods". "Good teaching is good teaching and teachers do not have to adjust their teaching to students' different learning styles."
Willingham,Daniel. (2008)"Learning Styles Don't Exist." Youtube. Retrieved on July 5, 2012 from http://www.youtube.com/watch?feature=player_embedded&v=sIv9rz2NTUk
"In Search of Theoretical and Empirical Foundations for the “Learning Style Awareness” Hypothesis as Guiding Principle for Educational Applications of Learning Styles in University Education." Retrieved on July 7, 2012 from http://users.ugent.be/~mvalcke/CV/desmedt.pdf (pp- 173-223.)
I have already posted this video link on the blog (Willingham 2008). I watched it again, and it made me to search the subject more. I found interesting articles concerning learning styles.
Research into educational applications of learning styles started in the 70s. Different concepts of learning style exist. However, the concept can be generally described as "the way an individual sets about learning something". Learning styles are seen consistent and relatively stable individual differences in the way people learn. There in no good or bad learning style, and it is seen important that education meets the specific strengths and weaknesses of learners. This is done by following guidelines based in the so-called "matching-hypothesis", which states that the latter will perform better, or at least appreciate the instruction to a higher extent, if a teacher matches instruction to the individual learning styles of his or her students. (In Search of Theoretical and Empirical Foundations for the “Learning Style Awareness” Hypothesis as Guiding Principle for Educational Applications of Learning Styles in University Education)
Nowadays the student is held more responsible for his / her own learning process and expected to be able to self-regulate the process. The "matching-guideliness for teachers" are seen less important and even unethical; the teachers are expected to help students to recognize their strengths in learning instead of trying to implement different strategies into teaching. The latest studies have questioned the impact of learning style awareness on the quality of learning. The impact must be reconsidered and certainly not be overestimated. (In Search of Theoretical and Empirical Foundations for the “Learning Style Awareness” Hypothesis as Guiding Principle for Educational Applications of Learning Styles in University Education)
In the article "In Search of Theoretical and Empirical Foundations for the “Learning Style Awareness” Hypothesis as Guiding Principle for Educational Applications of Learning Styles in University Education" the researchers state that "learning styles can play a role in stimulating metacognitive awareness of personal strengths and weaknesses in learning. It however appears from this study that some well-chosen questions can just as well boost these processes of self-reflection. A formal assessment does not seem necessary. It is also suggested that learning style measures can as well be bypassed. Knowing from this study that strictly adhering to results of a particular learning style instrument which are not considered very relevant by the students, might even cause resentment, the introduction of learning style information should always be carefully considered. It appears that if this information does not fit into the everyday experiences of the students, the risk exists that it will be rejected. Our results confirm that learning style instruments hold as much potential for harm as they do for good". (In Search of Theoretical and Empirical Foundations for the “Learning Style Awareness” Hypothesis as Guiding Principle for Educational Applications of Learning Styles in University Education.)
All in all, it seems like learning styles may not play such a big role in teaching and learning. At least they should be researched more and based on theories rather than common sense. Different concept of learning styles should not be mixed up with the theory of learning process. Also the risks of paying too much attention to learning styles should be recognized by teachers and tutors. As stated in the attached video link, teaching should be about "making sure that the students learn the meaning by using various but suitable and motivating teaching methods". "Good teaching is good teaching and teachers do not have to adjust their teaching to students' different learning styles."
References:
Willingham,Daniel. (2008)"Learning Styles Don't Exist." Youtube. Retrieved on July 5, 2012 from http://www.youtube.com/watch?feature=player_embedded&v=sIv9rz2NTUk"In Search of Theoretical and Empirical Foundations for the “Learning Style Awareness” Hypothesis as Guiding Principle for Educational Applications of Learning Styles in University Education." Retrieved on July 7, 2012 from http://users.ugent.be/~mvalcke/CV/desmedt.pdf (pp- 173-223.)
Thursday, 19 July 2012
Everyday Things That Make a Teacher
What makes a teacher? What are MY criteria for a good teacher? What kind of teacher would I like to be?
These are the questions every (trainee) teacher should answer.
In my opinion the most important thing is to care about the students as people, respect them and believe in them (especially the ones who need it the most!). I will most likely teach youngsters from 15 to 18 years old, and I strongly feel that one of my greatest tasks is to help them to become young adults in those three years they stay with us. So being a teacher is not just teaching the subject but also guiding and helping the students.
Obviously knowing your subject well is essential, too. I think a good teacher shows enthusiasm and interest in the subject. If you are not interested in the subject you are teaching, how can you expect your students to find the love of learning? As a teacher you have to be the role model and show the students how they can find more information and become a better learner.
I find these two criteria the most important! After that comes the different teaching methods you use to make the lessons interactive and interesting as well as the knowledge in curriculum and evaluation. A good teacher also works closely with other teachers, student councilors and school staff.
I know two teachers who meet my criteria. I am sure there are more but these two I know well in person. I have been lucky to learn about being a teacher from my mother. She has always worked hard for her students and for the subject she is teaching. I can tell you that being a Swedish teacher in Finland is not always easy due to the resistance to the second official language among the Finnish speaking population, but my mother has managed it really well. She always gets good feedback from her students.
The other role model I have is a colleague of mine. She works really hard for her students and makes sure they do not drop out from the system. She really cares about her students and the subject she is teaching. We also have a common interest - internationalism. She is not just a colleague but also a great friend and a godmother to my son.
There is also a downside of being a teacher described above; there is a high risk of finding yourself working hard almost 24/7. So I think it is important for a teacher to find a way to relax and forget your work even though you take teaching as mission.
In the end I would like to share a story of a music teacher, who taught my husband in the 80's. My husband still talks about him and his love of music. This teacher made the music lessons fun by buying interesting instruments for the class room and letting the kids play them not just during the lessons but also during the breaks. He understood that some students needed music to find friends and have a good time at school. Today, almost after 30 years, he sends nice posts to his former students' walls on Facebook.
So what kind of teacher would I like to be? If someone talks about me as a great teacher (who hopefully has helped to plant the seeds of lifetime love for learning) and a person after 30 years, I can say I have succeeded.
These are the questions every (trainee) teacher should answer.
In my opinion the most important thing is to care about the students as people, respect them and believe in them (especially the ones who need it the most!). I will most likely teach youngsters from 15 to 18 years old, and I strongly feel that one of my greatest tasks is to help them to become young adults in those three years they stay with us. So being a teacher is not just teaching the subject but also guiding and helping the students.
Obviously knowing your subject well is essential, too. I think a good teacher shows enthusiasm and interest in the subject. If you are not interested in the subject you are teaching, how can you expect your students to find the love of learning? As a teacher you have to be the role model and show the students how they can find more information and become a better learner.
I find these two criteria the most important! After that comes the different teaching methods you use to make the lessons interactive and interesting as well as the knowledge in curriculum and evaluation. A good teacher also works closely with other teachers, student councilors and school staff.
I know two teachers who meet my criteria. I am sure there are more but these two I know well in person. I have been lucky to learn about being a teacher from my mother. She has always worked hard for her students and for the subject she is teaching. I can tell you that being a Swedish teacher in Finland is not always easy due to the resistance to the second official language among the Finnish speaking population, but my mother has managed it really well. She always gets good feedback from her students.
The other role model I have is a colleague of mine. She works really hard for her students and makes sure they do not drop out from the system. She really cares about her students and the subject she is teaching. We also have a common interest - internationalism. She is not just a colleague but also a great friend and a godmother to my son.
There is also a downside of being a teacher described above; there is a high risk of finding yourself working hard almost 24/7. So I think it is important for a teacher to find a way to relax and forget your work even though you take teaching as mission.
In the end I would like to share a story of a music teacher, who taught my husband in the 80's. My husband still talks about him and his love of music. This teacher made the music lessons fun by buying interesting instruments for the class room and letting the kids play them not just during the lessons but also during the breaks. He understood that some students needed music to find friends and have a good time at school. Today, almost after 30 years, he sends nice posts to his former students' walls on Facebook.
So what kind of teacher would I like to be? If someone talks about me as a great teacher (who hopefully has helped to plant the seeds of lifetime love for learning) and a person after 30 years, I can say I have succeeded.
Sunday, 8 July 2012
My Personal Learning History
We ought to write something about our personal learning histories. This is a rather wide subject to cover in one post but lets give it a go.
As a learner I have always been easily motivated. My mother has told me how I used to stop at every bush to find out what was hiding behind and under it. I think I lost my interest in bushes at quite young age, but the hunger for learning more than just what is on the surface still exists!
The older I get the more I love finding an answer to the question why. (Yes, I know "the why age" is usually at 3..) This makes learning more fun but also more challenging. I find it really hard to "just get the credits" and not get too deep into the subject. Sometimes, for a busy mum, it would be wise just to do the minimum to get the credits. But that is not me.
I have always been a good student, not the best one in the class, but a good one. I have not got this easily, I have always had to work for good results. But that is fine by me. I believe that it has helped me to become a better adult student! Also Educational Science studies have showed me my strengths and weaknesses as a learner, and taught me to deal with them.
As an adult I have completed BBA and 60 credits in Educational Science (and other odd courses in different walks of life). I am also lucky to have an employee who supports me with my aims to develop my skills and gives me opportunities in taking different short courses.
So all in all - I have always loved expanding my little world. I am far away from being Einstein, but in my opinion learning requires more will and open attitude towards new things than brains.
As a learner I have always been easily motivated. My mother has told me how I used to stop at every bush to find out what was hiding behind and under it. I think I lost my interest in bushes at quite young age, but the hunger for learning more than just what is on the surface still exists!
The older I get the more I love finding an answer to the question why. (Yes, I know "the why age" is usually at 3..) This makes learning more fun but also more challenging. I find it really hard to "just get the credits" and not get too deep into the subject. Sometimes, for a busy mum, it would be wise just to do the minimum to get the credits. But that is not me.
I have always been a good student, not the best one in the class, but a good one. I have not got this easily, I have always had to work for good results. But that is fine by me. I believe that it has helped me to become a better adult student! Also Educational Science studies have showed me my strengths and weaknesses as a learner, and taught me to deal with them.
As an adult I have completed BBA and 60 credits in Educational Science (and other odd courses in different walks of life). I am also lucky to have an employee who supports me with my aims to develop my skills and gives me opportunities in taking different short courses.
So all in all - I have always loved expanding my little world. I am far away from being Einstein, but in my opinion learning requires more will and open attitude towards new things than brains.
I am still learning.
Michelangelo
Thursday, 5 July 2012
Task1 - What Role Do Learning Styles and Strategies Have in Study Guidance/tutoring?
Our group's first task is to prepare a presentation of the topic "What role do learning styles and strategies have in study guidance/tutoring?".
Step 1.
We decided to find out more information about this topic and combine our findings later on. This way we will have a better understanding of the subject and be able to start working on the task. Here are my thoughts.
First of all - what is tutoring? I found this link.
"The purpose of tutoring is to help students help themselves, or to assist or guide them to the point at which they become an independent learner, and thus no longer need a tutor."
"In addition, a successful tutor demonstrates a caring attitude. Caring consists of being organized for the tutoring session, being punctual, establishing a learning relationship with the student, developing unique teaching strategies, and becoming familiar with the learning process."
So now we know roughly what tutoring is. What about the role of learning styles and strategies in tutoring.
In my opinion:
- A tutor should be familiar with different learning styles and strategies (also with his / her own learning styles).
- He should also know how to help and guide students with different learning styles (what methods / strategies to use so that tutoring meets the learning styles of the learners).
- A tutor guides a student to understand his/her ways of learning -> a student becomes an independent learner.
- A tutor teaches a student how to utilize his/her preferred learning style with techniques and tools specific to his/her individual thought process.
Some links we could have a closer look at:
Some ideas of how to make the presentation more interacting:
- Having example students with different learning styles, and the audience has to vote what learning strategies they would use to meet the learning style of the student.
- http://www.knewton.com/blog/edtech/2010/12/15/how-to-make-an-interactive-lesson-using-youtube/
- http://college.cengage.com/education/valmont/technology/1e/shared/content/articles/ch03ttintles.pdf
- Show the linked video and discuss how a tutor can help students to become better learners if the different learning styles do not exist.
Monday, 2 July 2012
Virtual Studies: Freedom But Responsibility
I have, so far, completed 60 credits virtually (Educational Science). This is now the second virtual course I am taking. I have already now noticed huge differences in these two courses, and learned how to make studying virtually, even more efficient and more fun.
With virtual studies you can find the lectures and materials online. Just sit down and study when you have got time! Sounds easy, but I assure you - it is not. I can hardly remember the time I used to watch television daily. Sometimes I try to read other than study books. It is my way to relax. But all in all - you still have to find the time to study even though you can decide when and where you do it!
Studying when it suits you
Studying virtually is an interesting way to learn. It is also almost the only possible way to study if you are a mother of young children. Since the only time to study is in the evenings and at the weekends, you cannot really attend any lectures during the day. My husband travels a lot, so evening courses would mean finding a regular baby sitter. Studying would become a bit too expensive!With virtual studies you can find the lectures and materials online. Just sit down and study when you have got time! Sounds easy, but I assure you - it is not. I can hardly remember the time I used to watch television daily. Sometimes I try to read other than study books. It is my way to relax. But all in all - you still have to find the time to study even though you can decide when and where you do it!
Not for an easy-life-seeker
Virtual studies require more from a student than the traditional methods in my opinion. As a student you do not just have to take the responsibility in achieving the expected learning outcomes but you also have to find out what is expected. It is easy to drop out since no-one will come to your home to tell you how to study. You really have to schedule your studies and try to find the motivation to start one new course after another. Virtual studies are not for a person who wants to get maximum results with minimum input.A lone wolf
Sometimes studying virtually can be lonely and finding support is difficult. I think learning occurs within a social context. At least I want to share my thoughts and ideas with others, and learn from other people. When completing the Educational Science studies I felt lonely. The learning platform was not active in a social way. I completed all the tasks alone and did not know the other students. I did get some feedback from the lectures but that was pretty much all. I think the Vocational Teacher Education will be much better when it comes to involving students socially. Having group support and people to share your thoughts makes studying even more fun!
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