Introduction
The aim of this paper is to present my perspective on the nature of teaching, learning and knowledge (TLK) based on personal experience, academic knowledge (BEd and MEd) and further developed using the concepts presented by six educational thinkers: Piaget, Levy, Papert, Von Glasersfeld, Vygotsky and Montessori.
For visual clarity, two concept maps have been included. My understanding of TLK is that they interact in a cyclical manner similar to a biology cycle such as Kreb’s cycle where different components feed off each other to keep the cycle continuous (Wikipeida, 2009). The product of the TLK cycle is changes in schema of the person (or animal) that is learning. This also presents that teaching, learning and the development of knowledge are ongoing and lifelong processes given the right mental state and environment. Included in the second concept map are six mini-cycles indicating brief TLK definitions of the six thinkers mentioned above. These definitions were derived from researching their work through online resources and books. The links between various thinkers is discussed in the text and not shown in the diagram.
Concept Map
Concept Map 1. The cycle of TLK.
Concept Map 2. Brief definitions of TLK of six different theorists.
Teaching
Urvi’s Definition of Teaching in Week 1
Teaching is to give formal and informal instruction to allow students to decipher, analyze and comprehend information. The goal of teaching is to give students the skills to come up with solutions to problems.
Urvi’s Current Perspective of Teaching in Week 4
Through my experience as a teacher and my developing understanding of the constructivist point of view, teaching is the dissemination of information and occurs through a variety of mediums. These mediums include but are not limited to a teacher, an individual/group without a formal role as a teacher (friend, family, general public etc.) or through self directed teaching. These various mediums of teaching can employ a variety of methods in which to disseminate information. These include but not limited to direct instruction, indirection instruction, observation, experimentation, exploration and trial and error. Information disseminated during teaching is static; however, the method in which it is delivered can be dynamic.
A formal teacher acts as a facilitator in the child’s learning and can guide them to develop further understanding which the child can construct as their personal knowledge. An individual or group without a formal role can have the aim to teach an individual and may employ similar instruction methods as a teacher or may not have the aim to teach but still disseminates information. Self directed teaching is being taught material through inanimate objects (such as reading a book, surfing the internet or following a recipe) and is learner driven. The idea of self directed teaching is a proponent of Montessori’s idea of education where students choose their topic of interest and pursue the topic in a self motivated manner (Casa Montessori, 2009). If the Montessori concept of self directed teaching is combined with Vygotsky’s concept of ZPD, then it is understood that a child could achieve a certain potential through self directed teaching, but their potential could be further enhanced if they were to receive assistance from an adult (in a classroom the assistance would come from the teacher) (Wikipedia, 2010).
Levy’s idea of collective intelligence is when information is gathered collectively or collaboratively. This is a form of teaching where information has been collectively disseminated or pooled; however, the knowledge gained through this information is not collective. The personal knowledge gained by each individual (from collective information) is constructed in the learners mind (5001 Class Notes, July 23, 2010; Wikipedia, 2010).
As an educator, I have experienced teaching in a manner that incorporates Piaget/Papert/Von Glasersfeld/Montessori theories which include encouraging students to explore, experiment, test and observe in order for them to learn and construct their own knowledge (5001 Class Notes, July 16, 2010; Wikipedia, 2010). I have also witnessed that a child can reach a degree of understanding without aid but can reach a different degree of understanding when scaffolding assistance or aid (Vygotsky’s ZPD). When teaching, I disseminate information using the variety of methods that are part of the constructivist model but also provide assistance and encourage group dissemination of information between my students (depending of the work). My aim for teaching is to allow students to develop an understanding of concepts. They demonstrate their personal understanding and knowledge through various types of informal or formal assessments. Their personal understanding demonstrated through assessment is also an indicator for me to assess my methods of teaching and to better facilitate their learning.
Learning
Urvi’s Definition of Learning in Week 1
Learning is the ability to be motivated to listen, comprehend and analyze information through informal or formal instruction.
Urvi’s Current Perspective of Learning in Week 4
My current perspective on the nature of learning is that it is a process that occurs within a mind where information is developed into understanding. This cognitive development occurs when information is either assimilated or accommodated in the mind. Learning if facilitated through experimentation, observation, exploration, playful activities, social interaction and the use of language. When information is disseminated (teaching), cognitive development occurs (learning) which causes a change in schema (individual’s knowledge).
Piaget stated that “learning takes place as the result of mental construction by the learner…” (Wikipedia, 2010) which I have constructed to mean that learning can only take place within an individual mind where information presented externally is constructed into understanding. I infer that mental construction can only occur within an individual mind if that individual has the cognitive ability (mental cognition, attention etc.), motivation, interest or need for the information. I infer this because as an educator, I could teach a gripping lesson using a variety of teaching methods (mentioned in the teaching section) yet if a child does not possess the cognitive ability, motivation, interest or need for the information, they may not construct the information into understanding in their mind.
As a constructionist, Papert argues that learning occurs when an individual is encouraged to build or create (something tangible) that demonstrates the information that was taught. By providing children with the tools to build/construct, they are constructing/developing their knowledge (Papert, 1993). In my classroom, many of my math and science assignments proceed in this order: 1) A series of lessons are taught using a variety of methods to disseminate information on the particular topic 2) Students are given various in class and home assignments to demonstrate a level of understanding 3) Students are given a final culminating project that incorporates group work, individual components and most importantly the construction of something. For example, to teach the Space unit, students work through a large project (similar to the Canadian Marsville Challenge) where they must research, write about, explain and create everything needed for a colony to survive on Mars. They are to design, build and create a model using recycled materials and various circuits to demonstrate their Martian life support system. Lastly, students present their models to their peers and family members. Their learning is demonstrated through their hands on construction of their model which has come as a result of their developed knowledge of Mars and basic human needs. I am certain that this type of project develops higher order thinking skills compared to a project that didn’t involve hands on construction or group work (social interaction and collective intelligence). Thus, I agree with Papert’s constructionist view, Levy’s collective intelligence and Vygotsky’s social interaction view that students learn better when encouraged to demonstrate their cognitive structures through physical construction and working with their peers. With multiple types of learners in the classroom, educators must differentiate teaching strategies thus; the concept of constructionism may be one component in the bigger picture of teaching strategies.
Vygotsky’s posits that learning occurs during social interactions with others. Information gained in this manner develops into that individual’s knowledge (Vygotsky Project, 2001). This mental development of information into knowledge is done through “thought, language and reasoning process” (Kristinsdottir, 2008). Individuals acquire their information from culture as well as learn how to process the information in their minds to fit the surrounding culture. In Vygotsky’s theory, the transmitting of information from a culture is highly based on the use of language which the individual can use to “direct their own behavior in much the same way” (Kristinsdottir, 2008) that they observed. There is a link present between Piaget’s and Vygotsky’s theory of learning. Piaget understands learning to occur within the mind and through sensory perception; similarly, Vygotsky’s “theme of development as a process of internationalization” (Kristinsdottir, 2008) means that information gathered from external sources (i.e. culture) is learnt/developed in the mind. The difference is that Vygotsky understands internalization to occur through language/thought whereas Piaget understands learning to occur through assimilating or accommodating of information (5001 Class Notes, July 16, 2010).
Vygotsky explains that “cognitive development is limited to a certain time span” (Kristinsdottir, 2008) called the zone of proximal development (ZPD). The ZPD is a gap between the potential a child can reach by themselves and their potential development that can be achieved with assistance or aid. The development that can occur during the ZPD can be fully reached by social interaction (Kristinsdottir, 2008). I can relate to the ZPD as I have seen a difference in a child’s performance on assessment tasks based on the level of assistance provided. For example, a number of my students came to seek extra assistance from me the evening before a math quiz. These four students asked me and each other questions, sought clarification and problem solved together. Without a scientific experiment, I cannot statistically determine the difference of their learning with or without the extra assistance. However, my hypothesis is that these students demonstrated greater learning (or cognitive development) on the quiz due to the extra assistance in comparison to what their learning may have been without the assistance. This “tutorial interaction” (Kristinsdottir, 2008) is an example of scaffolding where the child interacts with the adult to further their cognitive development and ability to perform a task.
I infer a link between Levy’s and Vygotsky’s ideas of learning. Levy’s model of the “Tree of Knowledge” (McCluskey, 1997) describes that information is acquired in a multi-faceted and multi-leveled manner because when we interact with others, we are accessing many minds that may have interacted with this individual. Therefore, each mind is dynamic as it has been developed through interactions and experiences with others and thus we are accessing a network (McCluskey, 1997; O’Reilly, 2005). This is similar to Vygotsky’s idea that learning occurs through social interactions; however, the added component in Levy’s “Tree of Knowledge” is his idea of interacting with a larger, dynamic network when interacting with one individual.
Knowledge
Urvi’s Definition of Knowledge in Week 1
Knowledge is being to apply information that was taught to demonstrate a skill or perform a task.
Urvi’s Current Perspective of Learning in Week 4
My current perspective is that knowledge is each individual’s understanding of information. Knowledge is dynamic and develops as an individual takes in information and assimilates or accommodates this information in the mind (5001 Class Notes, July 16, 2010). A change in schema represents the development and acquisition of information within the mind. Knowledge is constructed by each individual learner within their mind and develops through social interactions. Thus, knowledge cannot be transferred from one individual to another.
Montessori posits that knowledge is understanding, skills and behavior constructed through experimentation, exploration, group work and observation (Wikipedia, 2010). It seems that Vygotsky’s theory is in line with Montessori’s theories regarding knowledge. Vygotsky’s understands that knowledge is the cognitive development of information that is constructed through social interactions, language and thought (Kristinsdottir, 2008). From my experience, knowledge is certainly constructed within a classroom through social interaction and language when students are given the change to experiment, explore and work in groups.
Piaget, Von Glasersfeld and Papert posit that knowledge is assimilating and/or accommodating information gathered through sensory perception which changes cognitive structures, schema and/or behavior (Glasersfeld, n.d.; 5001 Class Notes, July 16, 2010). Levy and Papert describe knowledge as highly dynamic and changes with experience, new information acquisition and/or observation (Wikipedia, 2010; Papert, 1993). Papert’s understanding of knowledge is that every individual’s knowledge is their version of the truth. Levy and Vygotsky agree that knowledge is part of a cultural setting and develops with varied social interactions. Through my experience, I agree with these basic proponents of the construction of knowledge.
Conclusion
Simply stated, TKL is a cycle in which teaching is the dissemination of information which can occur through a variety of mediums and methods. Once information has been disseminated, learning occurs as the individual assimilates or accommodates the information within their mind. Finally, the cognitive development that occurs during learning allows the individual to develop knowledge. Knowledge is developed personally within the mind and is dynamic. It is dynamic because one’s knowledge changes as they acquire new information through further teaching. Thus, TLK behaves cyclically.
Initially, I grappled with the idea of positioning my views of TLK amongst the various theorists mentioned in the paper; however, after much reflection, I realized that I agreed with various parts of various theorist’s ideas. I chose various parts of theories by examining my own experience in the classroom and my experience as a learner. My initial definitions (grey) of TLK were developed without research and through only the immediate “teacher” perspective. Those initial definitions have some validity but are not in-depth enough to maintain their position as my current perspective. It would also be prudent to note that it is difficult to develop a concise definition for TLK which incorporates experience, academic knowledge and research. The definitions I have developed are discussions of my understanding of the nature of TLK through the experiences I have had and through research conducted. They are dynamic definitions which are subject to modification due to future experience and research.
References
Casa Montessori. (2009). About Maria Montessori. Retrieved July 20, 2010, from Casa Montessori: http://www.casamontessori.com/montessori.htm
Druin, A., (2009). Mobile Technology for Children. Morgan Kaufmann Publishers.
Edutechwiki. (2010). Micoworld. Retrieved July 25, 2010, from Edutechwiki:
http://edutechwiki.unige.ch/en/Microworld
Glasersfeld, E.V. (n.d.). An Exposition of Constructivism: Why Some Like it Radical. Retrieved July 20, 2010, from Ecology of Mind: http://www.oikos.org/constructivism.htm
Kristinsdottir, S.B. (2008). Lev Vygotsky. Retrieved July 26, 2010, from Lev Vygotsky: http://starfsfolk.khi.is/solrunb/vygotsky.htm
McCluskey, A. (1997). Trees of Knowledge. Retrieved July 21, 2010, from Lifelong Learning: http://www.connected.org/learn/levy.html
O’Reilly, T. (2005). What is Web 2.0. Retrieved July 21, 2010, from O’Reilly: http://oreilly.com/pub/a/web2/archive/what-is-web-20.html?page=1
Papert, S. (1993). Minstorms. New York: Basic Books.
Rosen, L. (2010). Rewired. New York: Palgrave MacMillan.
The Vygotsky Project. (2001). The Man and his Ideas. Retrieved July 26, 2010, from The Vygotsky Project: http://webpages.charter.net/schmolze1/vygotsky/
Wikipedia. (2009). Citric Acid Cycle. Retrieved July 20, 2010, from Wikipedia: http://en.wikipedia.org/wiki/File:Citric_acid_cycle_with_aconitate_2.svg
Wikipedia. (2010). Collective Intelligence. Retrieved July 21, 2010, from Wikipedia: http://en.wikipedia.org/wiki/Collective_intelligence
Wikipedia. (2010). Constructivism (learning theory). Retrieved July 20, 2010, from Wikipedia: http://en.wikipedia.org/wiki/Constructivism_(learning_theory)
Wikipedia. (2010). Jean Piaget. Retrieved July 20, 2010, from Wikipedia: http://en.wikipedia.org/wiki/Jean_Piaget
Wikipedia. (2010) Lev Vygotsky. Retrieved July 20, 2010, from Wikipedia: http://en.wikipedia.org/wiki/Vygotsky
Wikipedia. (2010). Maria Montessori. Retrieved July 21, 2010, from Wikipedia: http://en.wikipedia.org/wiki/Maria_Montessori
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