Design based learning and maker education
Before learning about these theories, I was highly rooted in differentiated instruction. My teaching has definitely fallen in the traditional side and it’s what I am comfortable with at this point.
I use problem-based learning and differentiation. A bit of a blended approach between traditional and reformed math. I still pend a bit more to the traditional model. I am working on a more modern approach to my practice.
I tend to combine the traditional teaching of delivering knowledge and experiential learning.
In teaching primary math, most of my class activities fall into that reform area of the box. Lots of emphasis on repeated instruction to move facts into the long term memory. However, over the past four years, I have spent more time focusing on building connections. Students complete a short assessment which then determines the small group they will participate in for targeted instruction. I tell my students they are mathematicians, so they have to be working to really think about the math in everything around them. In referring to my students as mathematicians, I aim to empower them to… Read more »
PLCs, project based learning, maker education, cooperative learning
Over the years I have jumped around all over the map at different points. The discourses that are standout include mindset, backwards by design, as well as problem and design based learning. I was noting that all these fall into discourses on influences learning.
Problem based learning and cooperative learning
I have never been comfortable with the traditional approaches to learning, although I have used them in my practice and this has lead to me to many areas on the map. I am most drawn to radical constructivism, socio-cultural theory and conceptual blending theory to name a few, and which all fall in the lower part of the map. My goal is to become more familiar with the discourses in this part of the map and see how they influence my practice.
Over the past few years I have become more aware of and influenced by cognitive science. Ideas such as retrieval practice, working memory, and the testing effect resonate well with me and have helped to shape my current thinking about teaching and learning. The research and writing of Willingham (Why Don’t Students Like School), Brown, Roediger and McDaniel (Making it Stick), Clark, Kirshner and Sweller, (The case for fully guided instruction), Rosenshine (Principles of instruction), and Bjork (on memory) have had a significant impact on me. Math Minds seems to be strongly connected to the cognitive science discourses.
Technology Mediated Individual learning
Discourses on individual learning in Group settings
I noticed that Variation Theory is outside of the MM box and that surprised me.
Symbolic interactionism and Technology mediated individual learning.
My group and I thought there was an overlap with psyche-focused discourses, including self-efficacy, and socio-cultural-focused discourses, including variation theory, through memory research.
Non-trivial constructivism is where I’ve had most of my personal projects in instructional design rooted. “Learning is…a meaning maker” resonates strongly with my views.
For a long time I tended to rely on more traditional approaches as they were what I have known and what felt comfortable. As I try to improve my practice, a few theories have jumped out at me. Recently, I was involved in a graduate studies group which explored the overlap between psyche-focused discourses, including self-efficacy, and socio-cultural-focused discourses, including variation theory, through memory research. Personally, I am also very interested in the meaningful learning discourse.
I found this map really eye-opening in general! I am likely most familiar with Directive Pedagogies and Association Making Strategies.
My context is based in Learner (Dis)Abilities Theory, and Differentiation. I’m curious about the Gaia Hypothesis.
I am struck by how many familiar terms I find in the areas of traditional and reform discourses, versus those in the areas of cognitive science. I suspect this speaks to preservice teacher education (at least a decade ago).
I find myself doing more project based learning this year this year. I do find those key areas of directive pedagogies are still part of my practice, but I am working on developing a more modern routine in my classroom where there is success from all learners.
I also tend to combine traditional teaching with some reform discourses such as learning through games and differentiated instruction. Looking forward to learning and implementing more effective ways to improve my practice.
When I taught, I used more traditional teaching styles, although I have always believed in Mindset – and tried to impress this upon my students. I was also very aware of learning styles – old school teaching methods, for sure. I also thought of the brain as a computer.
So powerful and interesting. Learners enjoy learning
I was using both the traditional and the reformed
approaches but I think but the map I will help me a lot.
Before learning about these theories, I was highly rooted in traditions . I used to teach with less activity.
I can’t view the map well
I am interested in learning about finding ways to foster connections between varying math concepts and between other concepts learned in our curriculum.
Looking at the map I am lodged in Reform Math… creating B.U.I.L.D (Buddy Games, Using Manipulatives, Independent Reading/Work, Learning About Numbers, and Doing Math) stations using games & learning (my favourite), collaboration (sometimes mentors from other grades), knowledge building (small group), and some inquiry (culminating task for unit). who knew! My mini-lessons for guided Math tend to fall in the Traditional Math realm, using Instructional Design Models, differentiation and the one I get into trouble for saying ROTE…really;Put into fun speed games but rote all the same) Station intent is to build fluency …in whatever game form we can think… Read more »
like the structured inquiry model of learning
I want to understand the difference between Enactivism and Learning by Doing…