Theory to Practice Week 1: Learning Theories

Introductions were made in a humorous and comfortable capacity. For Week 1, self-reflection was an important part of the morning because it is the smallest, most well-known unit: ourselves. We reflected on our strengths (as future teachers - what do we bring to the mix?) and how we learn which in turn helps us grasp how we will teach.

Working in groups is a good experience for students because life (personal, educational, professional) is all about collaboration and compromise. Learning to work together and build off one another is an essential skill needed in school and life.

The concept map is a tool for a visual learner but as we discovered today, learning preferences vary person-to-person but also within a person. We must tackle different methods so all types of learning is accommodated. This type of instruction was done today through discussion, visuals, teamwork, solitary reflection (downtime).

We were asked to repeat directions to ensure people were paying attention and because people need to hear things over and over to understand so this method was useful in a couple ways: to keep students engaged and to make sure they understood what was expected.

We were assessed throughout the day on the following, included but not limited to: our listening skills, preparedness, thoughtfulness, collaboration.

It is valuable that class time was not wasted - side conversations and interruptions were addressed immediately but respectfully, without a power struggle in class. So not only was the classroom managed successfully and class time utilized appropriately, but GNA did so in a respectful kind manner - no power moves to make students fearful or uncomfortable.

Considering it is a 6-hour long class, the way the time broke down made it engaging and not merely bearable. Some of us have not been in school for awhile and we are still adapting to the intense new schedule, so this class was successful as it kept my attention - a difficult feat when it is at the end of a long first week. The time breakdown was a huge factor as was enthusiasm.

Statement: If a teacher accompanies students as an expert learner and “guide on the side” through their learning experiences, then the student will be a more successful learner because he or she will feel more responsible for and interested in their own learning process but still comfortable to seek the help of the teacher.