In School Learning
It all begins with an idea.
A Perspective from a Perpetual Learner or A Tribe-Called Quest for Knowledge
Learning is a complex and layered process. Many different theories have come from the study of how we learn. I believe learners do not learn in a vacuum where one theory is present and another is absent. For one to test a theory, variables need to be controlled and behaviors observed. One theory of learning, behaviorism, associates the ringing of the bell with freezing and looking at a teacher (Seifert et al., 2020.) The bell is a conditioned stimulus, and the conditioned response is a learner to listen. With operant conditioning, one focuses on reward and punishment (McLeod et al., 2024). If you do an excellent job, you get a good grade. These are different ways of motivating people to learn. Another theory that can explain learning is cognitivism, which focuses on thoughts (Lakha, 2023). Cognitivsts consider the construction of knowledge. Like climbing stairs, we learn one thing that builds you to that next step.
From a sociocultural theory, we learn from more knowledgeable others who can provide information to help us learn (McLeod et al., 2024). With us learning from a mentor or more knowledgeable other, we are leaning on a community to learn. Learning can be enhanced by moving from a learner-learner-teacher relationship to a learner-community, relying on others, their skills as well and the learning in the location. Culturally Relevant Pedagogy looks more at the learner by considering the learner's culture and the perspective of the learner within a group (Escudero & Duncan-Andrade). The teacher is more of a facilitator while the learners are working as a group, asking questions, and taking responsibility for their learning. I am going to focus on social learning theory.
In schools, social learning, specifically the situational perspective, is how I believe learning is best explained. The quote “tell me and I forget, teach me I may remember, involve me and I learn” (byquoteresearch, 2021) applies here. From this theory, my teachers have demonstrated skills that have allowed me to model what I have learned. Then, taking what I learned and modeling it for others who may not understand and helping them learn is where I, as a learner, learn best because of the social aspects of this experience.
Consider this example about water health to illustrate this. A teacher can model how to look for macroinvertebrates that indicate health. Then, students can model back how to search for water for the same macroinvertebrate. The teacher can add to the learners’ knowledge by going on a field trip to a local body of water that needs to be tested. Learning with a mentor who tests water for a living shows this classroom knowledge and how it applies in the real world. As a learner, this process allows students to collaborate with not only their classmates but also with real-world experts. This repetition and social learning support leads to retention.
Contrast this with a traditional approach to learning, in which a student would have, let's say, a biology book. They read it, might answer questions, and understand it, but they likely do not have buy-in. In addition, teachers may lecture about water health and support students to check for characteristics of healthy water. In the classroom, the teacher would model and watch us demonstrate understanding. This approach is abstract. I struggle to learn this way, based on behaviorist and cognitive theories only.
This example illustrates how I believe learning best happens and also how I want to teach. The situational perspective is what explains learning to me because it's real and relatable. I can take this and apply it in the real world.
References
byquoteresearch, P. (2021, January 23). Tell me, and I forget; teach me, and I may remember; involve me, and I learn. Quote Investigator. https://quoteinvestigator.com/2019/02/27/tell/
Escudero, B., & Duncan-Andrade, J. (n.d.). How to practice Culturally Relevant Pedagogy. Teach For America. https://www.teachforamerica.org/stories/culturally-relevant-pedagogy
Lakha, S. (2023, June 22). Understanding cognitivism: A learning theory. educasciences.org. https://www.educasciences.org/learning-theories-cognitivism
McLeod, S. (2024, February 2). Operant conditioning in psychology: B.F. Skinner theory. Simply Psychology. https://www.simplypsychology.org/operant-conditioning.html
McLeod, S. (2024, August 9). Vygotsky’s sociocultural theory of cognitive development. Simply Psychology. https://www.simplypsychology.org/vygotsky.html
Seifert, K., Sutton, R., Borich, G. D., Tombari, M. L., & Hoose, N. A.-V. (2020, June 1). Behaviorism. Educational Psychology. https://edpsych.pressbooks.sunycreate.cloud/chapter/behaviorism/
Exhibited Learning
It all begins with an idea.
As a learner, there have been many out-of-school learning opportunities I remember. I recall these more than I remember any specific class or particular lesson. I wonder if it is because the day-in and day-out of formal learning ends up blurring together with routine and rote habits. Whereas these out-of-school learning experiences are rare, there are many logistics for the teacher, and the location is new, as are the guides and experts. The environment is new in out-of-school learning, as are the smells, sounds, and experiences.
The out-of-school learning event I remember specifically was a visit to the Dennos Museum to see the Birds-of-Paradise exhibit. I remember the teachers saying, “You can’t run, yell, or touch anything!” This made seeing the exhibits a bit scary yet made me curious. The bus pulled up to this modern-looking building with this big entrance. We enter and a guide who specializes in students greets us. She takes us to explore the birds. This was special for a few reasons. First seeing photographs and videos as well as interactive “scenes” of tropical birds, their colors, and calls, all fascinated me. I had only seen birds like this in books or drawings of them. We enter and our senses are surrounded by bird sounds and sights of the rainforest. The first thing she tells us is that this is an interactive experience and we should touch and explore the different objects within the birds-of-paradise exhibit. Most students feel uncomfortable, as we were just given “the behavior talk” by our teacher. We were able to follow our curiosities, versus being told what to be curious about, I was my own guide in this learning experience. The difference made us want to explore and pay attention even more. I remember thinking, These bird sounds and colors are nothing like the blue jays and robins in our area. These trees and forests are so dense and these sounds so loud. It’s nothing like the woods I grew up in.” My mind’s world grew when I realized and imagined that somewhere right now, these trees, these birds, and these sounds exist. I paused and stared at everything for what seemed like an hour, but was only a few minutes.
I am arguing for more out-of-school learning experiences like this one. In a classroom, books, videos, and computers give an idea of an experience. In an out-of-school experience, there is a holistic experience when in an environment in which sights, sounds, smells, and expert firsthand user experience are directly related to real experience. There is an authentic learning experience when you are immersed in it that creates a connection and an authentic experience. Learners are in this non-formal (Carl, 2019) environment and engaged more with an authentic learning experience than they would be if they were in their classroom in their school. Non-formal educational experiences can support a range of subject areas such as learning experiences with all subjects like art science and social studies. It can take some of the concepts learned in a formal setting but make them more concrete through real immersion and hands-on experiences. Students in English and writing courses could meet with a local author. In history classes, learners could visit a site of a battle or a local historian with artifacts from this historic site. Student experiences with experts where they get mentorship on how artifacts are found and used while working with tools, in real-world experiences are many times more beneficial. Combining these non-formal experiences with inquiry-based, open-ended questions can help the learner to think critically about their experiences.
Non-formal education is important, it allows a learner to follow passions and curiosity in a framed learning experience. These non-formal situated learning experiences create curiosity and buy-in for the learner. This becomes the meat to the structure or bones of formal education. This also provides the understanding and hopefully seed to the learner that learning is not just within the walls of the classroom, but in your community through these valuable learning experiences.
References
Carl, S. (2019, September 20). Types of education: Formal, informal & non-formal. Passion In Education. https://www.passionineducation.com/types-of-education-formal-informal-non-formal/
Stars in the Sky: Celebrating Our Countless Individual Minds
It all begins with an idea.
Hug your brain! We all learn in our unique ways and these are gifts to be celebrated and embraced instead of trying to squeeze this galeton thought computer into a different shape. Neurodiversity is a term that means we all learn, think and experience the world in different ways and this is okay and there is no right way of learning (Baumer & Frueh, 2021). For years as a learner, I had to do math the same way, through rote memorization, fact-based practice worksheets, complete homework, and timed assessments. However, current research suggests (e.g. Augustine, 2024), when learners are embraced as individuals, academic and self esteem performance increase.
Neurodiversty is “ individual differences in brain functioning regarded as normal variations within the human population” (Merriam-Webster, 2024). Neurodiverseity encompasses experiences which include attention-deficit/hyperactivity disorder (ADHD), Autism Spectrum Disorder (ASD), dyslexia and social anxiety. In particular, learners with Autism do not have a “disease” to be fixed, but a unique mind to be embraced and celebrated (Park, 2024). When addressing all learning needs, all learners benefit. When participating in group activities with all learners participating, everyone can create a better product as learners get to experience the project and solutions from different perspectives.
When educators do not embrace neurodiversity, learners paint their experiences with a monochrome palette. This limited palette hinders experiences and can create anxiety. The result is students may struggle to learn. When neurodiversity is embraced and supported we get a new, varied palette of colors. Using an expanded and diverse palette, provides neurodivergent learners opportunities to succeed in ways that have not always been mainstream (or prevalent…pick your choice of word there). When neurodivergent students are in schools that do not embrace teaching neurodivergent minds, these learners may feel isolated, frustrated and experience anxiety as they learn to communicate and complete the work. Whereas schools that offer curriculum that focuses on learners’ uniqueness there is likely to be higher academic success, self esteem, and a feeling of confidence.
Schools that adopt the neurodivergent learners do a few things differently than those that do not. These schools allow students to communicate in different ways, such as digitally, through pictures, or anonymously. They are flexible with due dates and give more time when needed. Teachers will break assignments into smaller sections or even allow the learners to express their thoughts and answers in a way that works for them which gives learners a chance to express their creative thoughts and ideas. When schools focus on neurodivergent inclusion and teaching practices, it benefitsall learners. All learners get to feel heard, be seen, and participate in the learning environment. This creates a learner-centered environment in which learners are more confident, less anxious, and know themselves more as learners.
The intersection of neurodiversity and constructivist learning theory is vital to understanding how learning can work for neurodiverse learners. Constructivism considers what the learner knows and builds upon it while allowing for the flexibility in learning (Choi & Lee, 2021). . From this perspective, learners who are neurodivergent are supported in creating new knowledge, building their confidence, developing growth mindset, and taking more control of their learning when teachers guide them.
For me, growing up with Bipolar disorder, I experienced a non-supportive, non-constructivist education. Teachers made me write papers about why I need to focus as a punshiment, criticized me for being lethargic or unmotivated, and when I experienced manic episodes I was sent to the office or missed recess. I spent many days making up and missing work. Many of my teachers had the teaching mentality of one- size-fits-all and you-will-fit-into-it. I was put into a special education room to collect us all without focusing on our different learning abilities and needs. I had many counselors and principals so it will be goal and blessing if I graduate and count college out. It took many therapies, one-on-one teachers, and mentors on weekends and summers that embraced constructivist perspectives to help me gain confidence, find tools, and work with me on identifying what I know and how to use the tools I had. When struggling with work, learning how to manage anxieties, and self-talk, constructivist principles were the most effective for my learning and confidence.
As neurodivergence is more mainstream and accepted , it makes me wonder what my experience would have been like having gone through what I did in today's learning environment, specifically with teachers who rely on constructivist pedagogies. All of my experiences provide me with empathy, patience, and a willingness to provide a supportive space for all all my students, including my neurodivergent students.
REFERENCES
Augustine, A. (2024, April 18). The importance of neurodiversity in schools. EAV. https://earlyautismventures.in/importance-of-neurodiversity-in-schools/
Choi, S. E., & Lee, S. (2021). Applying constructivism in Neurodiverse classrooms. Review of Educational Theory, 4(4), 6. https://doi.org/10.30564/ret.v4i4.3876
Merriam-Webster. (n.d.). Neurodiversity definition & meaning. Merriam-Webster. https://www.merriam-webster.com/dictionary/neurodiversity
Baumer, N. M., & Frueh, J. M. (2021, November 23). What is neurodiversity?. Harvard Health. https://www.health.harvard.edu/blog/what-is-neurodiversity-202111232645
Park, H. G. (2024, April 2). Embracing neurodiversity: The essence of autism acceptance . The Mind Store. https://www.themindstore.com/embracing-neurodiversity-the-essence-of-autism-acceptance/