1. The article that most resonated with me in relation to my own learning experiences was Yeung’s, “Kids Master Mathematics When They're Challenged But Supported.” I was surprised to read that recent research has shown that when kids are getting frustrated they are in fact also learning. This surprised me because my own experience with learning math was that when I got frustrated I was more likely to shut down and give up rather than take on the challenge and meet the demands. I do believe that students need to be challenged, so that they are not bored and can progress, but I am not sure about using the word “frustration” in relation to challenging students.
2. It is hard for me (and I’m sure many others who have been involved in education in previous years) to get used to the new research coming out that discounts the multiple intelligences or different learning styles among children theories that have been such a staple belief in education for so long. Not that long ago in my undergrad teacher training, I was asked to write my lessons to specifically address the multiple intelligences. Although, I agree with the idea that students’ background knowledge affects their learning and understanding of new content, I do think students can vary in the ways that they learn best still. Students are also more apt to learn when they are being taught about a topic they love. There is a boy in my 2nd grade class right now who cannot sit through any lesson without interrupting in some way, but he LOVES cheetahs and when he is looking at a book about cheetahs he is able to remain completely focused regardless of the what may going on around him. I thought that the article, “Willingham: Student "Learning Styles" Theory Is Bunk” was pretty straightforward, not leaving room for the idea that maybe the way children learn is a combination of their own background knowledge, as well as particular learning styles. I guess that my biggest concern with throwing out the multiple intelligences theory is that I wouldn’t want to fall into teaching just in the ways that are most comfortable for me. I think good teachers use a variety of techniques to reach the varied students in their classroom…maybe kids don’t learn in fundamentally different ways but some are certainly more engaged than others during certain lessons involving different teaching techniques.
I found the brain research articles to be very interesting and can relate to this new knowledge with my own experiences in reading and mathematics. To lay some groundwork about my learning styles and brain background, I am a visual learner and hands-on learner, mixed, with a love for art and creativity. Growing up with my Mom teaching kindergarten, a love for learning was fostered at a very young age for me. My father has worked in the scientific business industry for years, but unfortunately, I did not get a mathematically/scientifically ready brain, to say the least. While I did very well in school, I struggled a great deal with math, but exceled with language arts and art. I am a strong believer that students learn best when their learning styles, interests, and multiple intelligences are clear for teachers. As a learner, I personally thrive and learn an extraordinary amount when creative arts are incorporated for learning. Understanding my own experience is valuable, as it helps guide lessons and adaptations I create for my own students. I understand what it’s like to feel comfortable and excited in learning, and also how it feels to struggle and fearing entrapment in a difficult subject. My experiences in education definitely influence the emphasis on promoting equity and multiple avenues for learning. Reading Comics Make for Colorful Learning illustrates the importance of catering to our students interests and how powerful learning can be when it is appealing and reinforced through the arts. It is so crucial for teachers to find creative ways to incorporate new knowledge that is fun and exciting for students. Comics would have been something I loved!
Strauss stresses that learning styles theory is “bunk” in her article, and I do understand to an extent, as we should not label students a certain way and set learning in stone. I believe that students often can be different types of learners, but should not categorize to one way only. Creating multiple methods of learning is most beneficial for creating interest and helping students learn different skills. I could not agree more with Richardson, as I’m a full believer that a “fit body means a fit mind.” Students in the class I’m in now (and most always) love gym and being active. In fact, it’s hard for children to sit still all day, and I definitely think that more physical activity would help students stay focused. Even as an adult with less energy to burn, I think clearest and come up with great ideas while I’m out walking, during and post exercise. It’s a shame that so much time is focused on learning, that we can’t help students learn best with a bit more activity during the day. Math has never been my favorite subject, but I do have to say that my most rewarding experience in math was during high school, as a sophomore when I was most challenged, with a no nonsense, fabulous teacher named Mr. Whelan. Our class was IMP (Integrated Mathematics Program), which included a spiral curriculum of algebra, geometry; pre-calculus, etc. with a focus on complex word problems. I struggled, but exceled with certain complex operations, and the confidence from that experience fueled my interest and enjoyment for math that year. No one likes to feel the overwhelming struggle of not understanding, but helping students learn well and providing that confidence that they can and will learn with practice and clarity, is a wonderful feeling. Challenge and success also largely override being bored with easy and tedious math problems. I found the article about Learning, adaptions can change brain connections, CMU researchers say, to be fascinating. It made me want to practice a new skill! I do think when your brain is building knowledge elsewhere, you are quite obviously, building more brain power and gaining white matter. It makes sense that accessing various methods of learning with different subjects expands your potential for overall learning and academic progress. I think back to being in elementary school, when I took dance and art classes, both subjects of interest, which I believe helped to build a better brain for me. Knowing what I do now, I might just take up a new hobby. This is great research, exhibiting that the sky is the limit.
The articles for this week were all very interesting and thought provoking. I will keep this post brief, in hopes I can post it without a problem! :) Kids Master Mathematics When They're Challenged But Supported by Bernice Yeung made me question the benefits of frustration. I think a teacher must know their students and how they learn in order to put this article into practice. Some students will rise to the occasion and love the challenge. Other students will become extremely disappointed and will want to give up. It is up to the teacher to foster the right amount of challenging work (which may vary from student to student) to keep new learning engaging. I believe we all learn best in a variety of ways. Perhaps, the multiple intelligences theory was a great start for people to begin to understand learning differences. In Willingham: Student "Learning Styles" Theory Is Bunk by Valerie Strauss, several ideas were mentioned that seem to make sense. A child’s background and prior knowledge will definitely play a large role in how they learn. Again, it comes down to getting to know your students, building trust, and encouraging and support a safe learning environment.
I thought that these articles were very informative and were interesting on the topic of mathematics. Like Kristen, I though the "mastering Mathematics when challenged" article could only be put into practice if knowing the children. There is such a reaction that could occur and it is important that a teacher knows their children and how to push them. I also think there is an important difference between frustration and challenge. A child can rise to meet a challenge but frustration can easily knock them down.
On the topic of multiple intelligences I believe a teacher should be able to teach in a variety of ways. They should not teach the same lesson multiple times in different ways, but to teach each lesson in a different way then the lesson before. As a teacher there must be flexibility in teaching and showing each child that their type of learning is welcome in the classroom.
1. The article that most resonated with me in relation to my own learning experiences was Yeung’s, “Kids Master Mathematics When They're Challenged But Supported.” I was surprised to read that recent research has shown that when kids are getting frustrated they are in fact also learning. This surprised me because my own experience with learning math was that when I got frustrated I was more likely to shut down and give up rather than take on the challenge and meet the demands. I do believe that students need to be challenged, so that they are not bored and can progress, but I am not sure about using the word “frustration” in relation to challenging students.
ReplyDelete2. It is hard for me (and I’m sure many others who have been involved in education in previous years) to get used to the new research coming out that discounts the multiple intelligences or different learning styles among children theories that have been such a staple belief in education for so long. Not that long ago in my undergrad teacher training, I was asked to write my lessons to specifically address the multiple intelligences. Although, I agree with the idea that students’ background knowledge affects their learning and understanding of new content, I do think students can vary in the ways that they learn best still. Students are also more apt to learn when they are being taught about a topic they love. There is a boy in my 2nd grade class right now who cannot sit through any lesson without interrupting in some way, but he LOVES cheetahs and when he is looking at a book about cheetahs he is able to remain completely focused regardless of the what may going on around him.
I thought that the article, “Willingham: Student "Learning Styles" Theory Is Bunk” was pretty straightforward, not leaving room for the idea that maybe the way children learn is a combination of their own background knowledge, as well as particular learning styles. I guess that my biggest concern with throwing out the multiple intelligences theory is that I wouldn’t want to fall into teaching just in the ways that are most comfortable for me. I think good teachers use a variety of techniques to reach the varied students in their classroom…maybe kids don’t learn in fundamentally different ways but some are certainly more engaged than others during certain lessons involving different teaching techniques.
For Julie:
ReplyDeleteI found the brain research articles to be very interesting and can relate to this new knowledge with my own experiences in reading and mathematics. To lay some groundwork about my learning styles and brain background, I am a visual learner and hands-on learner, mixed, with a love for art and creativity. Growing up with my Mom teaching kindergarten, a love for learning was fostered at a very young age for me. My father has worked in the scientific business industry for years, but unfortunately, I did not get a mathematically/scientifically ready brain, to say the least. While I did very well in school, I struggled a great deal with math, but exceled with language arts and art.
I am a strong believer that students learn best when their learning styles, interests, and multiple intelligences are clear for teachers. As a learner, I personally thrive and learn an extraordinary amount when creative arts are incorporated for learning. Understanding my own experience is valuable, as it helps guide lessons and adaptations I create for my own students. I understand what it’s like to feel comfortable and excited in learning, and also how it feels to struggle and fearing entrapment in a difficult subject. My experiences in education definitely influence the emphasis on promoting equity and multiple avenues for learning.
Reading Comics Make for Colorful Learning illustrates the importance of catering to our students interests and how powerful learning can be when it is appealing and reinforced through the arts. It is so crucial for teachers to find creative ways to incorporate new knowledge that is fun and exciting for students. Comics would have been something I loved!
Julie continued:
ReplyDeleteStrauss stresses that learning styles theory is “bunk” in her article, and I do understand to an extent, as we should not label students a certain way and set learning in stone. I believe that students often can be different types of learners, but should not categorize to one way only. Creating multiple methods of learning is most beneficial for creating interest and helping students learn different skills.
I could not agree more with Richardson, as I’m a full believer that a “fit body means a fit mind.” Students in the class I’m in now (and most always) love gym and being active. In fact, it’s hard for children to sit still all day, and I definitely think that more physical activity would help students stay focused. Even as an adult with less energy to burn, I think clearest and come up with great ideas while I’m out walking, during and post exercise. It’s a shame that so much time is focused on learning, that we can’t help students learn best with a bit more activity during the day.
Math has never been my favorite subject, but I do have to say that my most rewarding experience in math was during high school, as a sophomore when I was most challenged, with a no nonsense, fabulous teacher named Mr. Whelan. Our class was IMP (Integrated Mathematics Program), which included a spiral curriculum of algebra, geometry; pre-calculus, etc. with a focus on complex word problems. I struggled, but exceled with certain complex operations, and the confidence from that experience fueled my interest and enjoyment for math that year. No one likes to feel the overwhelming struggle of not understanding, but helping students learn well and providing that confidence that they can and will learn with practice and clarity, is a wonderful feeling. Challenge and success also largely override being bored with easy and tedious math problems.
I found the article about Learning, adaptions can change brain connections, CMU researchers say, to be fascinating. It made me want to practice a new skill! I do think when your brain is building knowledge elsewhere, you are quite obviously, building more brain power and gaining white matter. It makes sense that accessing various methods of learning with different subjects expands your potential for overall learning and academic progress. I think back to being in elementary school, when I took dance and art classes, both subjects of interest, which I believe helped to build a better brain for me. Knowing what I do now, I might just take up a new hobby. This is great research, exhibiting that the sky is the limit.
The articles for this week were all very interesting and thought provoking. I will keep this post brief, in hopes I can post it without a problem! :)
ReplyDeleteKids Master Mathematics When They're Challenged But Supported by Bernice Yeung made me question the benefits of frustration. I think a teacher must know their students and how they learn in order to put this article into practice. Some students will rise to the occasion and love the challenge. Other students will become extremely disappointed and will want to give up. It is up to the teacher to foster the right amount of challenging work (which may vary from student to student) to keep new learning engaging.
I believe we all learn best in a variety of ways. Perhaps, the multiple intelligences theory was a great start for people to begin to understand learning differences. In Willingham: Student "Learning Styles" Theory Is Bunk by Valerie Strauss, several ideas were mentioned that seem to make sense. A child’s background and prior knowledge will definitely play a large role in how they learn. Again, it comes down to getting to know your students, building trust, and encouraging and support a safe learning environment.
I thought that these articles were very informative and were interesting on the topic of mathematics. Like Kristen, I though the "mastering Mathematics when challenged" article could only be put into practice if knowing the children. There is such a reaction that could occur and it is important that a teacher knows their children and how to push them. I also think there is an important difference between frustration and challenge. A child can rise to meet a challenge but frustration can easily knock them down.
ReplyDeleteOn the topic of multiple intelligences I believe a teacher should be able to teach in a variety of ways. They should not teach the same lesson multiple times in different ways, but to teach each lesson in a different way then the lesson before. As a teacher there must be flexibility in teaching and showing each child that their type of learning is welcome in the classroom.