Brian Allred's blog
Motivation Theory
Studying Motivation Theory has reminded me again of the importance of relevance in learning. It is difficult to learn what we perceive to be irrelevant. Not that it can’t be done; it’s done often with the right extrinsic motivation. But for learning to be lasting, for it to make its way to application the motivation has to be intrinsic, and to be that, learning must be relevant. Think back on the times you’ve “had” to learn things you did not see the meaning for.Click here to read more »
Submitted by Brian Allred on Wed, 06/24/2009 - 11:52pm
Piaget - Human Development
Along with the cognitive development that comes with age, the ability to think and learn can be developed by engaging in cognitively challenging activity as we pass form one stage of operation to another. Providing opportunities to stretch the mind and expand thought is probably an expectation of all teachers.
Teachers can certainly help students to learn by being aware of their stage of operation and try to teach and develop instruction that is appropriate and challenging to students.
The students I teach in seminary class are ages 14-18 and most are at the formal operations stage of Piaget’s theory which is very useful when helping students understand and apply concepts of spirituality and faith.
Schema Theory
I’m having trouble coming up with a post this week, mainly because I find many similarities between Meaningful Learning Theory and Schema Theory. Learning is effective when it can be placed in some sort of context, when there is a framework to help us interpret new ideas and draw conclusions. When I can’t make a connection or draw conclusions about what I have been taught, it leaves me confused (at least uncertain) and generally frustrated.
Teachers can help facilitate learning by creating opportunities for students to make connections to their schemata.Click here to read more »
Submitted by Brian Allred on Mon, 06/08/2009 - 9:22pm
Meaningful Learning
When I defined learning a few weeks ago I described it as growing, improving, expanding and refining. In order for learning to be these things it must be more than rote. For this reason I am a big believer in the Meaningful Learning Model. It’s helpful to link new concepts and information to things one already knows and understands. There are lots of examples and many applications of ML, but here is one simple example of this model where, at the beginning of the school year, a teacher drew on a student’s experience with music to help her and her classmates understand their important role in the learning process.
Click here to read more »Cognitive Information Processing
I find encoding strategies very effective for learning, particularly memorizing. I can still recall many things I have leavened in the past that I learned through mnemonic devices. Mr. McCluskie, my 7th grade math teacher, would be happy to know I still remember the Order of Operations (Please Excuse My Dear Aunt Sally), and although I couldn’t play Mary Had a Little Lamb on the piano if I tried, I have not forgotten that Every Good Boy Does Fine, FACE. I could tell you how many days there are in any month because of a mnemonic device and that Columbus discovered the Americas in 1492. I could go on, but I’ll spare you.
Click here to read more »
Disclaimer
Any opinions expressed here, except as specifically noted, are those of the individual authors or commenters and do not necessarily represent the views or policies of the Department of Instructional Technology and Learning Sciences, the Emma Eccles Jones College of Education and Human Services, or Utah State University.
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