This entry is part of a journal-writing requirement in the Theories of Learning course of the Professional Teaching Certificate program offered by the University of the Philippines Open University.
REFLECTION
Copyright Aaron Laylo
HOW DO I VIEW LEARNERS NOW, including myself?
Reading through the modules and articles, understanding them, and also working in small groups, I am affirmed that I'm a constructivist learner and instructor, particularly Piaget’s version of constructivism.
According to his Development Constructivist Theory, “learners construct knowledge rather than just passively take in information.” Piaget, 1964. And as learners continue to learn, representations are formed and pre-existing knowledge (schemas) are established as fresh information is integrated into these blocks of knowledge.
Now how, does this translate to my experience? First, as I have always done, I never stop with the text. I never just grab a bite of this or that theory. If only so, that would be as passive as declarative knowledge. Borrowing Information Processing Theory’s hard drive metaphor, I receive input, process information, and deliver outputs. Because in an online learning setting, we don’t see or literally hear our instructor or classmates. We discuss and collaborate online — and relative to in-person classes, it could be quite exhausting.
Learners are like computers. When exhausted, you may still be able to produce an output but it may compromise your system. It could lead to error. Just as what happened to me. I was able to finish my Final Paper (and very about it - I’d read it many times and still feel happy about it!!!) and submit a group paper (I may read it once or twice, but the experience behind completing it brings back painful memories because I really felt that my former group mates left the burden on me. Whatever happened to collaboration). Hey, I just had to get going even if I almost shut down. With my BP reaching 160/110, I was pretty close to risk-hypertension/stroke yesterday. Thanking God for my mom, always a role model, providing guidance and support during the last stretch of the semester. She’s here for just a month, and understanding enough that I had to spend Christmas Day and New Year’s Day working on my papers. Do I consider her an MKO? Well, if the basis is knowledge AND UNDERSTANDING about how to handle pressure, yes, she’d be my best MKO.
Lesson learned — Never compromise your system. I have realized that I could have submitted everything but suffered anyway. I could have served my group well but suffered anyway. I could’ve gotten a 1.0 but suffered anyway. I could have… but suffered anyway.
How I just shared my narrative is in itself constructivism at work — I was building schemas or building blocks of knowledge. My previous experiences were being built upon another. Recognition of information and processing this information such that it fits into the new schema is assimilation. Now, as I learn from these experiences, adding new learning, I have been able to accommodate newly acquired information to revise and redevelop an existing schema. Now, have I reached an equilibrium. It’s too early to tell. I have yet to learn many things. All I’m confident about now is that I have constructed new meanings and understanding not just in relation to Learning Theories per se, but also about learning in general. Take note, learning is not just about learning numbers, letters, reading, and logic. As long as cognitive, affective, and psychomotor abilities are activated, learning transpires.
As I said above, I never stop with the text. I digested constructivism just as I did with the other learning theories in the modules. I “met” Thorndike, Pavlov, Watson, and Skinner and their proposition about how learners behave, how they change/or not change when punished or praised, how they are motivated through positive reinforcement, and so on. I learned from Dr. Bandura and his Theory of Social Learning! I looooove this guy. He asserted that environment shapes the learner just as how the latter shapes the former (reciprocal determinism). Observational learning happens when a child or any learner, for that matter, observes a role model - good or bad role model. When I realized how tough it was to work with some unreliable group members (3 out 4 suddenly stopped communicating) and adjusted my behaviour accordingly, I must have applied vicarious learning. Social interaction is important in his theory just as Vygotsky emphasized in his Theory of Social Constructivism, but the latter underscored collaboration. Bro, I have always been collaborative but it would not work when social interaction is lacking. You say “hey, were you not having social interaction when you’re in a group setting?” Does social interaction transpire when members work independently? No. How about when members are not active at all? No. How about when there’s little progress? Well, conflict may happen but it may be an opportunity for social change. Boom! Not all group activities exemplify social interaction.
I am an educator, have been one for almost 15 years. Whew! I feel old now. But I am also a learner. I believe that education is a noble institution and the professionals who are affiliated in it should themselves be lifelong learners. Just because teachers have had this or that practice, passed on from one generation of teachers to another, does not mean it’s the right practice. Just because a teacher found an approach to a course successful during the past three years relatively effective does NOT mean it will still be effective in the next batch of students.
MOVING FORWARD by admitting the “errors” of the past. I sincerely regret my approach back in 2013 when I was assistant professor at the University of the Philippines Los Banos. I gave them too many requirements, with the hope that the activities could facilitate them to greater learning of political science and its relevance to their lives. If I were in their shoes, I would have spoken to Prof. Laylo too — “Sir, I’m exhausted. I can’t focus on the very core of your subject because I am too overwhelmed by fulfilling your requirements.” Nobody told me about my errors, but I learned my lesson. Reflecting on that now, I have indeed learned my lesson. Looking back, how good an MKO was I? Although I had the best of intentions, I am not sure if the scaffolding measures I applied were truly facilitative such that they reached their ZPDs, too. I am not sure if their group activities had genuine social interaction and truly productive collaboration. I could only look back and quickly return to the present. Do I regret? Perhaps. Oh, by the way, January 13th marks my 11th year of losing my ultrabook and ipad there, after that theft incident. That’s for another post. Educators should focus on the quality and NOT on the quantity. They should consider the intrinsic value of the learners, too. Observe their learning styles. Does collaboration work for everyone - it should, provided a structure is set. Does learning transpire through research activities, group endeavors, assessment, etc? or do they just comply with the requirements and miss the essence of learning itself?
In May 2024, I’ll be celebrating my 16 years as an educator. Urgh! I feel so old - but wiser! How do I look forward now — well, I’d like to start off by taking care of myself, celebrate life with the family, catch up with my mom before she departs for the Philippines on Saturday (educators are people too who have families). As I always do, I will cheerfully work with my JTE on Tuesday and prepare for the winter semester. I miss the kids!!! I feel that cognitive constructivism could work well for Sumida-kun and Taishi-kun and especially for the Himawari Special students. Perhaps, social constructivism could still work in a Japanese elementary school classroom. I must say Behaviorism and IPT are well observed here. Social Learning? It should, but might take some time. Much to do ahead of me.
I AM EXHAUSTED. BUT NOW, I FEEL MORE EQUIPPED — having learning theories in mind, and ready to apply them more deliberately? I guess there is a lot more room to become a better educator. :) Learning should never stop.
Looking back on my teaching journey from 2008 (Ateneo), 2012 (UP), 2018 (NGU), and 2021 (Sensho ES, Shinmachi ES, and Josei JHS), I must say I have grown and keep growing. Have I become a better MKO? Trying. Now, I value positive reinforcement even more, social interaction is vital to learning, and observation should not be an external process i.e. observing others from your own perspective only. Reflections matter.
THANK GOD, I AM STILL ALIVE.
Your modest learner,
Aaron
Comments