Chapter 4Quote: "In the new culture of learning...The participants all stand on equal ground - no one is assigned to the traditional role of teacher or student." (Thomas & Brown, p.50-51) I felt like this quote embodied the overall idea of the fourth chapter. In contrast to the traditional style of teaching, knowledge is not held by just one individual. Question: What is the difference between a community and collective? I'm still having some trouble creating a clear distinction between the two. Connection: The idea of cultivating a collective is similar to the notion of promoting a student-centered environment within the classroom. Anything taught/learned in the classroom should be based on the needs and interests of the students rather than just on a rigid set of standards. Epiphany: "Aha/hmm" moment - the position of 'holder of knowledge' in the classroom does need to be decentralized from the teacher and handed to the students. |
Chapter 5 | Chapter 6 |
Quote: "Throughout life, people engage in a process of continuous learning about things in which they have a personal investment." (Thomas & Brown, p.57). Learning stems from a personal interest, but in the 21st century this seemingly private interest is usually achieved through a (public) collective. Question: How can I help students pursue their interests within the constraints of the classroom while also meeting the learning objectives required by the school? Connection: This chapter's discussion of blogs reminded me of my own blogging experience. Blogging is such a public action that can be a bit daunting to just dive into (it's not always easy to publicly share your opinions), but at the same time I have found it to be a great experience for a few reasons - one of which includes the possibility for instant feedback. I actually would like to use blogs in my classroom to help students practice writing out their opinions/thoughts, and to connect with their peers. Epiphany: My "aha" moment this chapter happened as I read Thomas & Brown's assessment as to why many students 'panic' when asked to share their answer with the class. Students are accustomed to merely receiving information, so when they are asked to share, it can be disconcerting. | Quote: "...learning tacit knowledge happens not only in the brain but also in the body, through all our senses." (Thomas & Brown, p.77). This quote falls in line with the chapter's main idea that learning occurs through the process of inquiry - asking questions, experiences, and more questions. Question: What is "indwelling" and how can I use that to help students engage in learning within my class? Connection: The chapter's section on "Learning as Inquiry" is similar to the idea of creating 'essential questions' to guide student learning. Essential questions are not meant to be content based, instead they are supposed to be broad, arguable questions that have no single right or wrong answer. By using essential questions such as the one posed in the book ("What is the best way to shoot a basketball?"), students are more likely to be more interested in actually seeking an answer - which may then lead to them asking even more questions. Epiphany: Students - people in general - learn by doing. Just as the authors mentioned, you can tell someone to not touch fire because it is hot, but they will not really understand what "hot" or the effects of an open flame really are until they experience it. Similarly, we can try to transmit information or skills (such as writing) to students, but they won't truly learn until they actually experience (or interact) with the material. |
References:
Thomas, Douglas, and John Seely Brown. A New Culture of Learning: Cultivating the Imagination for a World of Constant Change. Lexington, KY: CreateSpace?, 2011. Print
Thomas, Douglas, and John Seely Brown. A New Culture of Learning: Cultivating the Imagination for a World of Constant Change. Lexington, KY: CreateSpace?, 2011. Print