What is learning?
This question looks simple, but why does it feel so complex to answer?
Consider a study in which a group of high school seniors and a group of historians took a test on facts about the American Revolution (Bransford, Brown & Cocking, 2000). The group of seniors outscored the historians on the test. However, when presented with historical documents and asked to draw conclusions about them, the historians found far greater success than the students. The historians explored and theorized, using evidence to substantiate their claims, but the students — arguably knowing more facts about the war itself — struggled to make meaning with the historical documents.
Is this learning? Yes, the students performed well on a factual test, but when faced with a real application of history, they were unable to further their learning based on facts alone.
Too often I teach mere facts instead of promoting critical thinking and creative questioning. For example, I could teach students that a metaphor compares two unlike things. They might pass a quiz on defining and identifying metaphors, but what learning really took place?
For instance, have they thought about the ways metaphors provide a platform for social critics to discuss oppressive regimes? Did they discover how metaphors enabled abolitionists to ignite cultural revolutions? Have they explored how metaphorical language reflects cultural values? Unfortunately, I cannot say they have.
So, what is learning?
Learning, in its simplest form, is the transfer of knowledge. However, research suggests that “[t]ransfer is best viewed as an active, dynamic process rather than a passive end-product of a particular set of learning experiences” (Bransford et al., 2000, p. 53). Though the recitation of facts masquerades as learning, learning is best understood as the exploration of new ideas through asking questions and applying knowledge — a process resulting in a deep understanding of the content.
So how do we help foster this ‘active, dynamic process’ of learning in the classroom? Bransford et al. (2000) pose some useful learning principles that we could use to inform our teaching practice. For instance, create initial learning experiences that activate students’ prior knowledge, giving them a point of reference and chance to show you what they know. Also, provide repeated opportunities to apply new knowledge, so that students get more experience with the content they’re trying to master. Lastly, promote the use of metacognitive strategies to enable students to evaluate their own learning. The common thread among these learning principles is that they destabilize the power dynamics of student over teacher, instead placing students front and center in their own learning.
With these principles in mind, I turn to my own toolbox of teaching methods, remembering the times I witnessed students taking ownership. I picture a 13-year-old girl shaking in front of the class, giving a passionate speech about insecurity and body shaming. What led her to this moment?
First, we spent days of experimenting with literary devices in reading and writing through ungraded formative assessments, giving students time to explore and apply their new knowledge. When it came time for a summative assessment, students chose their own speech topics, creating autonomy and increasing ownership over their writing. Then, throughout the writing process, students engaged in dialogic tools like walk and talks and think pair share, so they engaged with their authentic audience: each other.
In fact, I can still see the faces of students, mouths gaping and eyes watering, listening to this girl’s speech, as she proclaimed to them, “You are already perfect.” I wonder how many people out there need to hear her message, which is why I am compelled to learn more about educational technologies. I want to see students take their learning beyond the four walls of our classroom, reaching out to the world outside.
Imagine using technologies to incorporate learning into students’ own life experiences. If students connected with others who share their passions, they might learn to ask more meaningful questions. If they digitally published their work, they might learn its applications in the real world. They would have more opportunities to think, make, and grow without us dictating their every move.
Bransford et al. (2000) claims “the goal of education is…develop[ing] the intellectual tools and learning strategies…to think productively about history, science and technology, social phenomena, mathematics, and the arts” (p. 5).
When my student gave her speech, she did not only think productively about Language Arts, but she created something in Language Arts. She produced a speech that her classmates could study as a model text for the genre, and she moved her audience in a way we’ll never forget.
Our students are the future of the subjects we teach. Our practice should enable and empower them to embrace that future with open arms, open minds, and open hearts.
References
Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How People Learn: Brain, Mind, Experience, and School: Expanded Edition. Washington, DC: The National Academies Press. https://doi.org/10.17226/9853.
All images on this page taken by Laura Allen
Laura Allen 