Week 5: What Is The Relationship Between Teaching And Learning?
What I see as the relationship between teaching and learning is teaching is the person giving instruction or guiding the learning. Learning is the person receiving the information. When looked up in dictionary.com, teaching is the occupation, profession, or work of a teacher. When I think of a teacher, I think of one I had when going to school. I think a teacher can be anyone who is trying to show someone something new or help them understand something. They can be a teacher to that person. Learning, according to dictionary.com, is knowledge acquired through experience, study, and being taught. So learning is acquisition of information. You don’t have to spend more than five minutes teaching in a classroom, though, before realizing that, while the teacher is supposed to be delivering information and the students acquiring it, the teacher is also always learning from the students.
The article, “The Relationship Between Teaching and Learning”states that, “[a] t the ‘Information Transmission Teacher Focused –ITTF’pole, teaching is based on the transmission of content from the syllabus or the textbook, and learning is perceived as ‘information acquisition’, driven and assessed by external factors to the students. At the other pole, the ‘Conceptual Change Student Focused –CCSF’approach, learning is discussed in terms of developing personal meaning through conceptual development and/or change, while teaching is perceived as supporting the students in this process (Trigwell & Prosser, 2004).
A teacher who allows time and support to rethink and revise gives a child autonomy and the ability to trust themselves to be problem solvers (Martinez & Stager, 2013). This is what teaching is. We want students to be able to solve problems as they come to them. Martinez and Stager (2103) say that most of American education is instructions, or direct instruction. I know I am guilty of this. I want my students to understand, so I take them through things step by step so I know they understand. Constructionist teachers look for ways to create experiences for students that value the students’ existing knowledge and expose students to “aha!” moments. I would say that I am a bit of both types of teacher. I do give direct instruction, but, other times, I let students figure things out for themselves.
I really like the Big Ideas on page 73 of the Invent to Learn book. Below are the eight big ideas behind a constructionist learning lab written by Dr. Seymour Papert:
- The first big idea is learn by doing
- The second big idea is technology as building material.
- The third big idea is hard fun.
- The fourth big idea is learning to learn.
- The fifth big idea is taking time–the proper time–for a job.
- The sixth big idea is the biggest of all: You can’t get it right without getting it wrong.
- The seventh big idea is do unto ourselves what we do unto our students.
- The eighth big idea is we are entering a digital world where knowing about digital technology is as important as reading and writing. (Stager, 2006)
These are all good ideas on teaching. This is a good list of explaining constructionist methods to others. Talking should not be the primary work of the teacher: learning about the students should be (Martinez & Stager, 2013). There is a relationship between teaching and learning. When teachers are giving instruction, we should not take too much time. The longer you delay students from getting to the “making”part of the design cycle, the more disengaged they will become and the longer it will take them to learn the lesson (Martinez & Stager, 2013). When we pay close attention to how our students are doing, we can see they are always telling us what we are doing wrong. And one thing they have taught me is that when I come up with curriculum that uses hands-on projects or other project based learning, students are more engaged. When students become fully engaged learners, we teachers become more satisfied as teachers.
Hyu-Yong Park (2008). “You are confusing!”: Tensions between Teacher’s and Students’ Discourses in the Classroom. Journal of Classroom Interaction, 43(1), pp. 4-13.
Learning. (2015). Dictionary.com Unabridged. Retrieved June 13, 2015, from Dictionary.com website: http://dictionary.reference.com/browse/learning.Martinez, S., & Stager, G. (2013). Invent to learn: Making, tinkering, and engineering in the classroom. Torrance, Calif.: Constructing Modern Knowledge Press.
Martinez, S., & Stager, G. (2013). Invent to learn: Making, tinkering, and engineering in the classroom. Torrance, Calif.: Constructing Modern Knowledge Press.
Pedrosa-de-Jesus, H., & Da Silva Lopes, B. (2009). Exploring The Relationship Between Teaching And Learning Conceptions and Questioning Practices,Towards Academic Development. Retrieved June 12, 2015, from http://www.kcl.ac.uk/…/HPedrosadeJesus-BdaSilvaLope.
Teaching. (2015). Dictionary.com Unabridged. Retrieved June 13, 2015, from Dictionary.com website: http://dictionary.reference.com/browse/learning