Contextualization of learning is one of the most relevant issues of the chapter. Although Memorization is key in learning it is not a synonym for learning as such. Here, transferability of knowledge comes into view again. Neurolingusitic tenets are of course a solid basis to stand on when reffering to how, when, what for and how students apply what they have learned, as autonomously and critically as they can. Overgeneralization is a relevant issue too, for, as you have said, errors, mistakes or misunderstandings are, to some extent, evidence of learning. Nevertheless, the idea of whether these are evidences of effective , ineffective or inaccurate learning is one important question to discuss and answer elsewhere.
I found interesting your idea of autonomy. You said “if we want autonomous individuals”, and I’m wondering do we really seek for “autonomous individuals”?. I’m saying this only because probably we do not realize that sometimes we are not developing critical thinking abilities, therefore what we get is only memorizing skills which help students to get good marks but not to really learn nor understand. Therefore it is a huge task to be carried out if I want to have critical thinkers as students, because it has to do with strategies, activities and the way we teachers teach. Angelina
Vicky I would like to talk about your last quotation. For many years, learning has been related to memorize information in order to get a good mark in a test. Unfortunately, this kind of approach has not been successful because everything that students learn is forgotten days after the test. In addition, it does not promote any skill connected with critical thinking. Why do some teachers insist on teaching following the traditional approach? Are these teachers ignorant about new methodologies? Honestly, I believe the problem arises from the lack of motivation and commitment that some teachers have. Encouraging understanding is a hard task. It takes time and we have to be patient to see results.
Hi Vicky! Many times we've discussed the importance of teaching in context and even more, in different contexts so as to make those contents meaningful and easy to remember for the students. Now, memory is an interesting topic to be discussed, too. Many students just get to the stage of memorizing bits of information, which I think, is an important step, but as I posted in my blog, not the most important one. Memory seems to be relevant, but only if we give it a clear purpose, to tell our students that this is just a previous stage to something else that is coming where they will have to apply such knowledge in a different way, in a different context.
Ma. Virginia says that we might be developing empty knowledge and not meaningful understanding if we make our students memorize pieces of language. This is a belief shared by many teachers who no longer respect pure memorization as part of learning. We must confess, though that it is still a common teaching practice in some contexts. Sadly, knowledge that is based on memorization may be extremely transitory. Consequently, we should not say to our students at the beginning of the year: why you ignore this? Didn’t they teach you this last year?
thx
ReplyDeletesp
You have tackled 4 main and interesting ideas:
ReplyDeleteContextualization of learning is one of the most relevant issues of the chapter. Although Memorization is key in learning it is not a synonym for learning as such. Here, transferability of knowledge comes into view again. Neurolingusitic tenets are of course a solid basis to stand on when reffering to how, when, what for and how students apply what they have learned, as autonomously and critically as they can. Overgeneralization is a relevant issue too, for, as you have said, errors, mistakes or misunderstandings are, to some extent, evidence of learning. Nevertheless, the idea of whether these are evidences of effective , ineffective or inaccurate learning is one important question to discuss and answer elsewhere.
I found interesting your idea of autonomy. You said “if we want autonomous individuals”, and I’m wondering do we really seek for “autonomous individuals”?. I’m saying this only because probably we do not realize that sometimes we are not developing critical thinking abilities, therefore what we get is only memorizing skills which help students to get good marks but not to really learn nor understand. Therefore it is a huge task to be carried out if I want to have critical thinkers as students, because it has to do with strategies, activities and the way we teachers teach.
ReplyDeleteAngelina
Vicky
ReplyDeleteI would like to talk about your last quotation. For many years, learning has been related to memorize information in order to get a good mark in a test. Unfortunately, this kind of approach has not been successful because everything that students learn is forgotten days after the test. In addition, it does not promote any skill connected with critical thinking.
Why do some teachers insist on teaching following the traditional approach? Are these teachers ignorant about new methodologies?
Honestly, I believe the problem arises from the lack of motivation and commitment that some teachers have. Encouraging understanding is a hard task. It takes time and we have to be patient to see results.
Hi Vicky!
ReplyDeleteMany times we've discussed the importance of teaching in context and even more, in different contexts so as to make those contents meaningful and easy to remember for the students. Now, memory is an interesting topic to be discussed, too. Many students just get to the stage of memorizing bits of information, which I think, is an important step, but as I posted in my blog, not the most important one. Memory seems to be relevant, but only if we give it a clear purpose, to tell our students that this is just a previous stage to something else that is coming where they will have to apply such knowledge in a different way, in a different context.
Ma. Virginia says that we might be developing empty knowledge and not meaningful understanding if we make our students memorize pieces of language. This is a belief shared by many teachers who no longer respect pure memorization as part of learning. We must confess, though that it is still a common teaching practice in some contexts. Sadly, knowledge that is based on memorization may be extremely transitory. Consequently, we should not say to our students at the beginning of the year: why you ignore this? Didn’t they teach you this last year?
ReplyDelete