Month: July 2014
Right now I am designing a series of workshops that will be presented to a group of 23 professors visiting from China. The purpose of their visit is to learn how we ‘do things’ in the Canadian post-secondary classroom…how is our approach different from theirs. Great question! I think the answer to this goes beyond the ‘how’ to the ‘why’; I know that my focus is to be as learner-centred as possible, but why is that important? Let me share a bit of my teaching philosophy.
I believe that teaching has not happened until learning has taken place. That being said, learning is primarily the responsibility of the student; however, as a facilitator, my role is to present material in a manner that is in line with the needs of the learner, doing all within my capacity to remove barriers to learning. In other words, my aim is to be learner centred in the approach I take. In doing so, I need to transition my approach from that of pedagogy to andragogy, being careful to provide support for the students as they move from recipients of knowledge, to participants of and contributors to new learning.
Growing in my own ability to do this effectively has become a driving force in my own learning journey. My mission is to embrace various learning styles, engage student curiosity and invite them to explore new information. The new learning needs to be applied, and if appropriate, it should re-frame their existing knowledge.
As a teacher I must also be a continuous learner. I need to know my material in such a manner that enables me to help the students understand; I need to be comfortable and well informed in the subject matter in order to encourage inquiring minds that may challenge new concepts and theories. I need to be open to learn from my students, recognizing the wisdom that comes from their own life experiences. To do this I need to be committed to listening well.
Learning happens best when students feel safe, accepted, and enjoy the environment in which they are learning. I believe that the classroom should be a place where humour is welcomed, new ideas embraced, questions encouraged, various teaching techniques utilized, and where a passion for learning is cultivated.
It is important for me as a teacher to get to know my students, and for them to know that my primary goal is their success.
In my last blog I finished with… “With my current class, it will start with a one on one conversation…” In those conversations I wanted to learn what success looked like for each student, but what I came away with was so much more. Once again I am humbled by the life experiences these individuals bring to the learning environment; yes, I have much to teach them, but so much more to learn from them.
Learner autonomy, taking responsibility for their own learning success, looks different for each person. For some it’s a high grade, for others it’s a sense of accomplishment, for others it’s content mastery, and for others it’s the first step toward a better future…and I get to be part of their learning journey!
I really love teaching! Not just being in the classroom, but also preparing for the class. I love thinking and working through creative ways to present concepts; I can totally get lost in developing activities that will engage every part of the learner’s brains and pull on past experiences to give context to new learning. It’s one of the few things that will make me forget about having lunch…until I discover that putting two thoughts together is becoming a bit of a challenge!
Take today for example…I have spent the better part of the day at my computer designing a power point presentation on The Anatomy of a Lesson Plan. But that’s not where the creation ended…I then imported it to Explain Everything, recorded a voice over, and am now ready to upload it to Moodle for use in an on-line course for instructors. It’s not perfect, but I’m pretty proud of my first attempt using a new application!
I haven’t always been this excited about learning new things…especially during my elementary years in Ireland, and then on to junior and high in Canada. Going to school was something that I had to do, and any learning was an unexpected by-product of being there…except for music classes, those I loved, and really didn’t think much about learning, I simply enjoyed the music! But then there was history and geography…neither a favourite. Memorizing dates and places was beyond me, and grasping why I needed to know anything about anything that happened hundreds of years ago seemed like a royal waste of my time. Fast forward many years; walking the cobbled streets of Ancient Greece and Turkey suddenly gave the relevance I needed to study both geography and history!
Now the tables are turned and I am most concerned about the success of my learners. What can I do to help them engage in a way that invites excitement about learning…how does external motivation get transformed into intrinsic motivation? I have a couple of ideas formulating in my brain as a result of reflecting on my own learning journey.
A few words come to mind: purpose, relevancy, ownership, autonomy.
I know that most learners have a difficult time engaging if they don’t see the relevancy in the material content, which makes them question the purpose of extending their mental
energies. As a facilitator I need to make sure that content is linked to desired outcomes, and delivered in a learner-centred way. I also believe that part of facilitating learning is to help move my students from a consumer mentality to an ownership mentality.
We identify adult learners as those being 18 years and over, but how do we help transition young people from a pedagogical model into the world of androgogical learning autonomy? With my current class, it will start with a one on one conversation…
More about this next time…then we’ll talk about autonomy in the workplace!