“Learning is a lifelong-process where we obtain knowledge through gaining experience; this leads to extensive comprehension and ultimately, an application of the said knowledge.”
I started with my initial definition from the warm-up activity and I ended up with a myriad of ideas on what learning truly is. The materials certainly shed light on my definition of learning. It made me think that how I defined learning was simplistic. It was a unidirectional transfer of information. Learning itself is not as basic. The process itself has multiple facets that need to be considered.
One of the things I appreciated were the three forms of learning: i) classical conditioning; ii) operant conditioning and iii) observational learning (Lumen Learning, n.d.). I realized that I was applying these types of learning on my kids without even knowing what these concepts were. Aside from that, I enjoyed the YouTube lecture by Roberts (2013). It gave me an idea on the difference between deep and surface learning. What struck me was that we are never just strictly surface or deep learners. We will need a little bit of both to be actually efficient in using the information we learn.
The learning theories discussed by Smith (1999) were ridden with terms that a Biology major would never encounter. I was honestly confused with this one at first. In the end, reading it multiple times and taking the time to digest the concepts helped me understand the different orientations of learning. My favourite one would have to be cognitive. As a science major, I appreciate the systematic presentation of learning here. The organization and proper sequence of processes are much parallel to the scientific method we use in experiments.
Speaking of methods, research is essential if we want to progress and diversify teaching strategies. The type of learners continue to vary with every generation. The environment we live in continues to change and thus, our strategies in teaching and facilitating learning should too. This is why the scientific approach to teaching is valuable.
I am relatively new to the vocation. I used the scientific method often as I observed my classes’ response to my strategies. I never did have a background in education. Teaching the first time round, I relied heavily on observing other teachers before I was able to adapt strategies that I felt comfortable with. “Monkey see, monkey do”, if you will. I also tend to draw feedback from my peers and students often to determine if I was doing things correctly. Independent of how I learned how to teach, I was able to adapt the knowledge and my supervisors tell me that I am efficient enough at it. Experience played a role in refining and developing my teaching style. Here, I have seen that the process of learning is not a quick one. The process is a slow and steady climb that focuses on mastering the craft. The knowledge itself and the ability to pass it on is what I view as the product. This module was challenging for me but given a little more momentum, I’ll certainly be able to comprehend concepts more efficiently. I am ready for more EDS 103. Bring it on!
Grateful for the learnings,
Jalizah
Jalizah's e-Journal 