Anyhow, I have extracted a few ideas from the following articles:
Carey, S. (in press, 2010). Precis of The Origin of Concepts. Behavioral and Brain Sciences.
Fischer, K. W., & Bidell, T. R. (2006). Dynamic development of action and thought. In R. M. Lerner (Ed.), Theoretical models of human development, Handbook of child psychology (6th ed., Vol. 1, pp. 313-399). New York: Wiley. pp. 313-336, 347-399
Learning is really dynamic and not the traditionally seen linear approach. We have commonly seen education as a linear system (imagine a ladder where each step up signifies learning new skills, understanding concepts, etc.). This ladder metaphor does not truly represent what happens in the brain; rather, individuals go through a series of progressions and regressions. Before a new concept is fully understood, and individual will go through a series of "dips" before acquiring the new material. We build knowledge on past experiences and past knowledge. In essence, a boot-strapping mechanism is in place (Carey). When learning a new concept, students have what's called a placeholder (Carey) for the knowledge they do know, and then they grapple and negotiate with the new concept (a series of ups and downs) until it is embedded in their minds.
As Fischer discusses in his essay, “When individuals are beginning to develop a new skill, they shift between two different representations or two different strategies, each of which is only partly adequate to the task” (as qtd in Fischeràpg. 355). Therefore, learning any new concept takes quite a bit of time and periods of uncertainty are to be expected.
Here is a graph that shows these progressions and regressions in various individuals:
Pretty cool, huh?
Here's what happens to students' learning over time when they receive support (optimal level) vs. no support (functional level). Notice the HUGE leap over the course of years! We really need to have smaller class sizes, implement RtI, etc. to make this happen for each student!
And then I leave you with one final thought:
Here's what happens to students' learning over time when they receive support (optimal level) vs. no support (functional level). Notice the HUGE leap over the course of years! We really need to have smaller class sizes, implement RtI, etc. to make this happen for each student!
And then I leave you with one final thought:
“To flourish, living systems must be more than just organized. They must be dynamic. Systems must constantly move and change if they are to carry out their functions and maintain their integrity and their interrelations with other functioning systems. A system that becomes static—unable to change and adapt to varying conditions—will quickly parish” (Fischer, Bidell, p. 308, 2006).
A living system applies to not just biological beings, but to social and mental entities as well. If something does not adapt, it will fall apart. The world of education is changing, and I couldn't be more excited about what this means for our society :)
There are so many other cool models I could post here, but I need to do homework for now.
A living system applies to not just biological beings, but to social and mental entities as well. If something does not adapt, it will fall apart. The world of education is changing, and I couldn't be more excited about what this means for our society :)
There are so many other cool models I could post here, but I need to do homework for now.
