Learning: Process vs. Product

Food for thought! #edchat #ukedchat

The Teaching-Learning Synergy

'I am Here for the Learning Revolution' photo (c) 2008, Wesley Fryer - license: http://creativecommons.org/licenses/by-sa/2.0/

Image from KimP’s blog

Is learning an outcome? Is it a process? Here are some interesting reads about the debate.

Learning theory: models, product and process

Pick up a standard psychology textbook – especially from the 1960s and 1970s and you will probably find learning defined as a change in behaviour.  In other words, learning is approached as an outcome – the end product of some process. It can be recognized or seen.  This approach has the virtue of highlighting a crucial aspect of learning – change… continue reading

Product or process?

Picture the scene. You walk into the reception area of your local primary school and you see the wonderful displays of artwork created by the children. There are paintings and drawings, and there are mobiles and models made from cardboard, silver paper and other materials, all resplendent in their vibrant colours. It is a bright celebration of learning…

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Reducing Coasting in Group Work

Class Teaching

group workThe 15 minute forum tonight was led by Emma Mason, our Deputy Leader in Maths & Assessment Without Levels Leader.  Emma shared her thoughts and strategies about how we could make group work more effective. Group work is an interesting one.  In certain subjects like PE, it’s an essential part of the subject.  Likewise in aspects of other subjects, where students have to work together on practical tasks, such as science, working as a member of a group is important.  The issue comes when group work is introduced into other classroom based subjects, that don’t lend themselves naturally to group work – like maths.  If the activity is not planned well and there’s no thought given to why students have been asked to work in a group, the outcome often resembles the picture above – and learning is limited.   So for example, if you are using group work for students to ‘find out’ some new knowledge…

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This much I know about…the workload debate

johntomsett

I have been a teacher for 26 years, a Headteacher for 11 years and, at the age of 50, this much I know about the workload debate.

I’ve just completed a 63 hour week; by the time I get to Sunday bed time that figure will be 70 hours plus. I write that as a fact, not a complaint. From doing my bus duty to leading an eight hour strategy meeting with Headteacher colleagues to teaching Economics A level, I love my job.

None of us working in schools goes underground to dig coal. In relative terms, our working conditions are pretty good. We have long holidays. As Shakespeare said, working with young people, Physics the subject, makes old hearts fresh. Every day our teaching always has the potential to be joyous.

It’s a year this weekend since I wrote about how my job has impacted upon my relationship…

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The best teachers are lifelong learners

Ed Leader

2011/365/49 Learning is Here

For educational leaders and teachers, being a lifelong learner is not an option. For education to progress and improve, we are all challenged with learning new skills, applying new theory and creating new learning engagements for our students.

Too often, I hear the words “but I do not have the time.” That is not true, if it is important enough you make time. With just a little effort each day or each week we can learn new things that either make us more productive in our school or allow us to create new opportunities to enhance student learning.

Oftentimes, struggling teachers are also those that have not taken the time nor the effort to develop their skills. This is particularly evident with the use of technology. With a bit of application it is easy to improve one’s use of technology either to improve our own efficacy or to integrate the…

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