How is knowledge relevant to math or science constructed? How is it possibly generated in these networked communities?
We learn best when it matters to us. When the topic and context is relevant to our lives. This idea is exemplified in the three articles I read this week. In adventure learning, Velestsianos and Kleanthous (2009) argue that meaningful learning is reliant upon relevant and authentic tasks and adventure learning allows students to “…learn by immersing themselves in participatory experiences grounded in inquiry” (Veletsianos & Kleanthous, 2009, p. 86). This connects to the ideas that have been prevalent throughout the course. The idea that inquiry, grounded in constructivist and situated learning theories, is best developed and honed through inquiry learning. Veletsianos and Kleanthous echo and cement these ideas even further by arguing that “While the AL approach may be grounded on constructivist notions of inquiry-based learning, teachers can repurpose the adventure learning approach according to their own needs and beliefs” (Veletsianos & Kleanthous, 2009, p. 93). This is the bread and butter of adventure learning; the malleability to meet students needs while creating an authentic context to make the most of student learning and skill development.
Carraher, Carraher, and Schliemann’s (1985) study of mathematics in the streets prove that a need for skills and knowledge, and an immediate need for the knowledge and skills in an excellent indicator and motivator of learning. With little formal education, students in Brazil demonstrated active and masterful computation skills. These skills and knowledge were acquired by the students on the job, in the streets because they needed them. The context was authentic, the demand for the skills was high, and their learning was deep and meaningful.
How can we replicate this environment in our classrooms? By knowing our students. By connecting the curriculum to the world around them and by allowing them to make their own connections. By making the skills connect to contexts that matter to our kids. By solving real world problems using the math and science content we are required to teach and learn.
Carraher, T., Carraher, D., & Schliemann, A. (1985). Mathematics in the streets and in schools. British Journal Of Developmental Psychology, 3(1), 21-29. http://dx.doi.org/10.1111/j.2044-835x.1985.tb00951.x
Spicer, J., & Stratford, J. (2001). Student perceptions of a virtual field trip to replace a real field trip. Journal Of Computer Assisted Learning, 17(4), 345-354. http://dx.doi.org/10.1046/j.0266-4909.2001.00191.x
Veletsianos, G., & Kleanthous, I. (2009). A review of adventure learning. The International Review Of Research In Open And Distributed Learning, 10(6), 84. http://dx.doi.org/10.19173/irrodl.v10i6.755
Hi Allison.
In your post about adventure learning, you talk about authenticity – it matters to the students because they need it – it matter for real life, for them. I can envision many ways to have students experience this – coop being a great example of learning on the job, but also getting outdoors to study a pond or biodiversity in a forest. These types of meaningful experiences connect to students and are lasting learning. The problem as you wrote is how to replicate this in the classroom. I don’t know that it can truly be done, because the embedded context, need or purpose is not there. Perhaps the best case scenario is to get out of the class a few times so that students can visualize the process of real-world science from previous experiences as they participate in the indoor simulation, or perhaps to do analysis and research in class of data collected elsewhere. Perhaps you could clarify how you see this replicated in regular days of school?
Dave
Thanks, David! I think that making learning authentic and meaningful is difficult if we don’t ask the students for input in designing the experiences. Last year, two teachers at my school collaborated extensively on designing learning experiences in science and social studies. They infused the two curriculums together and developed essential questions to span the entire year. Both classrooms collaborated all year long and the majority of the planning was done prior the beginning of school. During their study of rocks and minerals, they went to a local rock pit and rock shop to learn about the rocks in the area, how to look for certain types, etc. etc. At the end of the year, I asked both teachers separately what they would do differently next year. They both answered nothing. A month later I asked my staff to do a survey with their students from Pernille Ripp’s book “Passionate Learners” to mark the end of the year. Collectively, the students commented how much they disliked science and social studies this year. At this point, I asked the two teachers a few more questions; why do you think this is? What clues did they give you that they might have been feeling this way? The teachers could recognize that during these classes the students were more off task than usual, weren’t productive, etc. My next step was to talk to the kids, why didn’t they like learning this way? They commented that they forced to collaborate in methods they didn’t value and learn about things/answer questions they didn’t choose or know where they came from. There was a huge disconnect between students and teachers. This scenario had the potential to be an amazing opportunity but because all stakeholders were not included in the process, it was lost.
So I think before we spend lots of time and money gathering resources and seeking out opportunities, there are simple, easy steps we can collectively take.
Hi Allison!
How can we replicate this environment in our classrooms?
One of our main goals as educators is to engage our students. To make them excited about learning and motivated and hungry for more. They need to feel that the information or experience being provided is important to them and will be necessary in the future. I had a principal (during my practicum) that would ask me during each lesson to answer the question with my students, why do we need to learn this? For example, why do we need to learn about addition? What ways may we use this in our careers or in our daily lives? I will say that I found my students attitude shifting. Once I made it important to them and useful for them, they became more engaged and I would hear them discussing how they were going to use it during recess and lunch.
Hi Allison,
I have to agree with your comment we learn “best when it matters to us”.
I wonder, as teachers, if we can make a lesson matter to all the students in the class? How do we get all the students to buy into a lesson?
Christopher