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Impact of EDU510 Learning



Impact of EDU510 Learning On My Current Environment

Learning about dynamic systems and cognitive illusions were the most valuable takeaways in terms of where I am currently teaching and learning. According to Ash, dynamic systems are systems that contain a multitude of variables that can change depending on how they interact with each other (Ash, n.d.). Teachers must be aware of all of these variables in order to be flexible and respond quickly. Cognitive illusions make matters even more complicated. According to World-Mysteries.com (2011), there are four major cognitive illusions: ambiguous, paradox, distorting, and fiction (para. 3-6). These illusions are crucial to understand because a student’s perception is their reality. Educators should discount what their students are perceiving, but rather allow students to explore different ways of interpreting stimuli.

As a teacher, I often either over-prepare to address students’ illusions, or rob them of their opportunity to figure it own for themselves. Perkins (2009) argues, “We’re supposed to organize a learners’ experiences for learning by whole, but not organize so much that they are never in the driver’s seat. Instead, we want to put them in the driver’s seat in small ways” (p. 195). Therefore, I implement Perkins’s (2009) suggestions to use broad questioning methods and scaffolding in order to create self-managed learners little by little (p. 201). In addition, I focus on both skill and attitude because both are important in the learning process (Perkins, 2009, p. 201).

Click this link to check out the Habits of Mind website: http://www.habitsofmindinstitute.org/

Impact of EDU510 Learning On The World of Education & Training

Since attitude and skill are equally vital to the learning process, educators must be trained to implement and explicitly teach the habits of successful people. My suggestion would be to use Costa and Kallick’s (2009) Habits of Mind. Lozenski (2012) explains that much of what people learn in school is content, which they quickly or eventually forget. His suggestion is to teach the habits of thinking that will help kids find success. Part of the hidden game of learning is knowing which strategies to employ and when, which means the habits of mind are largely a hidden game unless someone teaches them. It is imperative that teachers explicitly teach and model the habits so that they become second nature. Ultimately, there are always hidden games, but there are many ways in which educators can reduce it.

Impact of EDU510 Learning On My Personal Learning Journey

When I began my teaching career, I was very much in favor of the teacher being at the top of the educational hierarchy and dominating the classroom. Over the past five years, however, I learned that that is not what is best for students. On the other hand, I learned how chaotic it also could be in the classroom when the students were allowed to do whatever they wanted. Harjunen (2012) sought to explain the “…direct relation between patterns [of power] and environments…” and found that, “…a sustained pattern of teacher domination will lead to an environment of order; a sustained pattern of empowerment will provoke an environment at the edge of chaos; and a sustained pattern of student domination, an environment of chaos” (p. 156). The authors and I share the view that the best environment for students to learn in is the one at the edge of chaos because that is where creativity happens (p. 157). Sometimes it is difficult to embrace the balance of student and teacher control, but when I work to maintain that balance, students shine because they have shared ownership over their learning.

Click here to read 50 ways to empower your students: http://www.teachthought.com/teaching/50-ways-empower-students-connected-world/


Ash, D. EDU510 the cognitive science of teaching & learning: Unit 6 hidden games & social context [PowerPoint slides]. Retrieved from http://www.coursematerials.net/edu/edu510/unit6/index.htm.

Ash, D. EDU510 the cognitive science of teaching & learning: Unit 7 dynamic learning systems [PowerPoint slides]. Retrieved from http://www.coursematerials.net/edu/edu510/unit7/index.htm.

Costa, A., & Kallick, B. (2009) Learning and leading with habits of mind: 16 essential characteristics for success. Alexandria, VA: Association for Supervision and Curriculum Development.

Harjunen, E. (2012). Patterns of control over the teaching-studying-learning process and classrooms as complex dynamic environments: A theoretical framework. European Journal of Teacher Education, 35(2), 139-161. doi: 10.1080/02619768.2011.643465.

Lozenski, B. (2012). Bringing cultural context and self-identity into education [Video file]. Retrieved from https://www.youtube.com/watch?t=458&v=bx9vgDiTqw.

Perkins, D.N. (2009). Making learning whole: How seven principles of teaching can transform education. Retrieved from http://eds.b.ebscohost.com/eds/ebookviewer/ebook/bmx1YmtfXzMxNDYwOV9fQU41?sid=24ac12af-1039-462c-9cfc-29255cc9172f@sessionmgr113&vid=0&format=EB&rid=1.

World-Mysteries.com. (2011). Cognitive illusions. Retrieved from http://www.world-mysteries.com/illusions/sci_illusions3.htm.


1 Comment

  1. Rebecca says:

    Stephanie, as an effective teacher I think you have to be tolerant of a fairly high level of chaos in the classroom. I like to call it organized chaos. I have a friend who is a retired 4th grade teacher, and hanging on her door throughout her teaching career was a sign similar to those you see in stores when they are renovating or in places where construction is taking place – her sign said “Pardon our chaos – Learning in progress.”


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