Kapp recently posted on his blog a response to the –isms of educational theory. What is compelling about Kapp’s blog is that he invites us into an ongoing discussion. How better to learn and see the nuances of a theory than to watch the discourse between important thinkers?
Kapp links back to Kerr. The basic thought they are sharing is that each new –ism (theory) is a new idea. But, the idea is not a STAND ALONE idea. It is dependent on something else. Technically, then, learning theories (behaviorism, cogntivism, constructivism, et al) are linked. Yes, each has its own focus – behavior, thought process, constructing meaning. Consider an example: I am learning a foreign language. Rote memorization and repetition allows me to learn the sounds of the language. Repeating in class to my instructor, I gain feedback on my work. I then move into a Second Life café environment to chat with a fellow learner to improve my vocabulary and pronunciation. Each step in this process takes on a different learning theory. They are all working together to help me form an understanding of the concept.
Kapp (2007) noted, “The issue many forget is that “learning” is not one thing…it is a multi-layered word that tends to get treated as if it were just one thing…and it’s not. It is multi-facetted and that is why developing new models for “learning” is so difficult…there are too many levels for one school of thought or one model to do it all.” This summarizes it all doesn’t it?! It’s not just one method we try in the classroom but a variety of methods to ensure students are learning the concept.
Consider this basic overview from Siemens:
It seems that the focus of 21st Century learning is not the focus on *how* the concept is taught but rather how the student gains that concept. These are very different. Teaching cannot be based on one theory. Rather, several theories must be built upon to find methods to engage students. Perhaps if students were vessels for us to pour knowledge into, we would be able to focus on one –ism. Students are not though. They are all different! That means that the classroom needs to be a place where their modes of learning are engaged.
Here is an example from a Canadian teacher on how he is revolutionizing his classroom and stepping away from –isms:
References
Kapp, K. (2007, January 2). Out and about: Discussion on educational schools of thought [Web log post]. Retrieved fromhttp://www.kaplaneduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/
Kerr, B. (2007, January 1). _isms as filter, not blinker [Web log post]. Retrieved fromhttp://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html
