To know how to shift from “what” to “where” and “how,” one must first know what they mean in the context of learning. The learning of “what” is whether something is true or false or it is a belief. It is something that can be tested and has a correct answer or can be argued. An example of “what” from Thomas & Brown (2011) is to find Iraq on a blank map. To move from “what” to “where,” we essentially need to contextualize the knowledge and determine where it means something. Thomas & Brown (2011) expand on the Iraq on a map example by saying that when given a map, only few people can pinpoint Iraq, when given the internet, many can not only find Iraq, but give multiple different ways to answer the question.
In schools today, we can move from a “what” to a “where” by contextualizing learning for our students. Bernard (2010), says that when activities engage students and connect with what they already know, long-term memory is saved. Students need context to find meaning in what we teach them. Without it, they not only will find it pointless or boring, but they have no way to apply the content. Eric Sheniger says in a Tedx Talk (2014) that there is a large disconnect between school and real life. Our students live in an ever changing world of technology and we must allow them to keep up. He suggests that teachers should engage in social media to show learning and conversations, use their own devices at school, create makerspaces, create real world environments, and use blended and virtual learning options. Thomas & Brown (2011) describe this shift from “what” to “where” by using context and how they both lead into the “how” of learning: “Learning content through making is a very different exercise from learning through shaping context. In the first case, we are still concerned with the what, while in the second, we are concerned with the where. Both elements, nevertheless, are critical for understanding how one cultivates the imagination, and they provide the basis for what we think of as play. The process of making and remaking context is, in itself, an act of imaginative play (what we might call the “how” of information)” (Kindle Locations 1351-1356). A school in San Diego has a nice example of making learning meaningful to children through a computer science program. The children created their own games through coding on computer programs. The students were so excited about the project that they worked on them at home and collaborated with others for game ideas. The learning in this school was meaningful and relevant to the children. They had a chance to share their work with the community and teach them their game. To move from the “what” to the “where” and “how,” learning needs to make sense, be meaningful, and have context for children. References: TEDx Talks. (2014, November 03). Retrieved February 23, 2017, from https://www.youtube.com/watch? v=mwrLVvORugw Bernard, S. (2010, December 01). Science Shows Making Lessons Relevant Really Matters. Retrieved February 23, 2017, from https://www.edutopia.org/neuroscience-brain-based-learning-relevance-improves- engagement Roscorla, T. (2014, November 10). 5 Ways Schools Can Make Learning Relevant for Students. Retrieved February 23, 2017, from http://www.centerdigitaled.com/news/5-Ways-Schools-Can-Make-Learning- Relevant-for-Students-.html Thomas, D., & Brown, J. S. (2011). A new culture of learning: cultivating the imagination for a world of constant change. S.l.: Createspace. Kindle Edition. Tynker. (n.d.). Retrieved February 23, 2017, from http://www.tynker.com/blog/articles/success-stories/when- kids-teach-others-everyone-wins/
3 Comments
Natalie
2/25/2017 09:45:35 am
Eric Sheniger's Tedx Schools That Work for Kids video is absolutely right in saying we are so good at making excuses and are afraid of giving up control. I like his ideas of bringing your own device and start teaching students how to use devices, social media and the internet appropriately in school. Learning to trust our students using these resources can help them develop lifelong skills.
Reply
matt
2/25/2017 04:02:58 pm
I started, but didn't finish, watching the tedx video because I had an interesting idea as i watched through the first couple of minutes. Eric S was talking about how schools are different from the collaborative environments created in an online environment, and I can see the disconnect. It makes sense that we should try to use this same technique in our classes for relevancy, but aren't we also responsible for giving them the "what" that is required to move forward in life? Does this mean that part of an education can be done through the concept of "this is WHAT you have to know?
Reply
larissa
2/26/2017 02:38:28 pm
Making those real-world connections is so important for retention and meaning. It seems like students are often wondering "What's the point!?" or "I'm never going to use this in the real-world!". So let's make sure that we are relating content to their lives. Okay students "This is important and you will need this skill in your daily lives." I also enjoyed the video thank you for sharing it. It's true kids are "wired" differently, and our traditional educational system does not meet the needs of our students.
Reply
Leave a Reply. |
AuthorAndrea Colvin Archives
April 2017
Categories |