Return to Change THEME
A New Model for Learning
Becky Zebroski
LT 712
July 24, 2009
Each of the assigned readings has a common theme: the current education system is not adequately preparing students for the 21st century. The jobs we are preparing our students for do not exist yet. Because of this, there is a radical call for a new model of K-12 schools that will affect teachers, students, and community. According to the reading, the new model of K-12 schools should have roots in the constructivist and social learning theories. Constructivist learning theory operates on the idea that learning is an active process in which knowledge is constructed through experiences (Bertrand, 2003). Social learning theories embrace the idea that people learn from one another (Bertrand, 2003).
21st century skills focus on the knowledge to communicate, collaborate, analyze, create, innovate, and problem solve (Nagel, 2007). According to Jukes and McCain (2007), businesses today want independent problem solvers with good interpersonal skills who can function well in a team. A new model for learning needs to emphasize these skills and give students the opportunity to practice using real life problems. The new model of education focuses more on learning as a process as opposed to right or wrong answers.
What does this change mean for teachers? Preparing students for the 21st century requires teachers to deviate from current teaching approaches. Instead of passing the knowledge on to the students, teachers need to be facilitators among students working collaboratively in groups to solve problems. Teachers need to integrate technology seamlessly into instruction. “Used comprehensively, technology helps students develop 21st century skills” (Nagel, 2007).
What does this change mean for students? Students need to take an active role in their own learning. Students need to “construct” their own knowledge by actively participating in problem-solving and critical thinking regarding learning activities (Bertrand, 2003). Students need to move beyond the old method of memorizing material and retaining just long enough for the test. According to Nagel (2007), “Even if all students mastered core academic subjects, they still would be woefully underprepared to succeed in postsecondary institutions and workplaces…”
What does this mean for the community? The community needs to be open to changes and take an active role in the school setting to promote this new approach to learning. Work and projects should not be graded on just the end product, but rather the process as a whole. Community members need to be willing to share expertise and contribute to student learning.
What does the new model look like in my classroom? I envision my students actively engaged in collaborative learning. I see them working together to solve real life problems rooted in the content standards. I picture my students gaining a deeper understanding of concepts, not just knowing. I see students learning through interactive media that would enrich and extend the readings in class. I want to create a classroom environment that comes alive through animations, simulations, film clips, and virtual reality experiences to take students beyond the walls of the school building.
According to Bransford (2000), humans are goal-directed agents who actively seek information. In this environment, students are showing this hunger for knowledge and are asking questions. They question the text, each other, and the teacher. Students work collaboratively to achieve a common goal—in this case a solution to the real life problem. Communication technologies such as discussion boards, email, and chat rooms serve as avenues for student collaboration.
Students begin to grasp the idea that what you learn is important, but more important is the process by which you learn. Learning is an ongoing process. “Learning needs feedback and reinforcement” (Bertrand, 2003, pg 193). According to Bransford (2000), feedback is most valuable when students have the opportunity to use it. Feedback throughout the entire process, not just at the end, is a key component.
Members of the community are actively involved in the learning process. “Conversations and other interactions that occur around events of interest with trusted and skilled adult and child companions are especially powerful environments for children’s learning” (Bransford, 2000, pg.136). Community members can be right here in Watertown with face to face contact or miles away using communication technologies.
When finished with 8th grade they are ready to tackle the high school. They are armed with skills to work independently and as a team, to solve problems, use a variety of technologies, and positively contribute to society. As stated by Bransford (2000, pg 21), “Society envisions graduates of school systems who can identify and solve problems and make contributions to society throughout their lifetime.” The description above is a dream; a dream that has the potential of becoming real life. If our goal is to prepare students for the 21st century, then the education system needs to move forward. We need to move beyond memorizing core content to developing the ability to communicate, problem solve and create. As educators we need to embrace this change and enable all our students to succeed in an ever-changing world.
Works Cited
Bransford, J.D., Brown, A.L., & Cocking, R.R. (Eds.). (2000). How
people learn: Brain, mind, experience and school. Washington, D.C.: National Academy Press.
Bertrand, Y. (2003). Contemporary theories and practice in education
(2nd ed.), Madison, WI: Atwood Publishing.
Jukes, I. & McCain, T. (2007). New visions for teaching, learning &
assessment in the 21st century. Retrieved July 20, 2009 from http://web.mac.com/iajukes/thecommittedsardine/Handouts_files/nvtl.pdf
Nagel, D. (2007). 21st century learning: 'We're not even close'. Retrieved July 20, 2009 from http://www.thejournal.com/