How People Learn Chapter 6 & Sadler

How People Learn Chp. 6
I find "How People Learn" to be such an engaging text to read. It is straight-forward, clear, and to the point. Yet, it's full of practical and interesting information.

Chapter Six on "The Design of Learning Environments" not only gave valuable inforamtion about different learning environments, but it also made a great deal of sense. That's easy to say, but when discussing such an important topic, that the text is coherant and complex is very refreshing. Chapter Six discusses the different ways that learners should be engaged. Through a mix of learner-, knowledge-, assessment-, and community-centered, one can see how people could truly becoming high-level thinkers who can analyze their own work and build up on it. That the authors started with learner-centered made me happy (OK, I know readings for class shouldn't and won't always make me happy, but its' nice when they do...). I have always thought learner-centered environments where the learner's backgrounds and prior knowledge are considered, has been the only way to educate. We are not in factories, as the system is designed, we are in a learning environment! One can only really learn if they can connect the material to their own lives and what they want to do.

However, I think I often don't regard the other parts of this chapter as as important as the learner-centered part, so it was great to read about how although knowledge-centered environments are necessary, they too can become more learner centered. The idea of "progressive formalization" (pg. 137) was a new concept to me, and one that completely makes sense. That students would progress during the learning process only seems obvious (though it doesn't always happen that way).

Further, assessment is something I've always been skeptical of because I have never believed that tests are the way to evaluate learning, it was interesting to read more deeply about what makes a formative assessment good and what makes it work. That students receive feedback throughout their learning process so that they can gain understanding and not just facts, that it is continuous and self-monitoring, means that students can truly engage with material and actually learn (not memorize).

Finally, the section about community-centered learning was something I was so glad to see in this reading. Part of my background is in afterschool, and the idea of "Learning Beyond the Classroom." To my earlier point, students cannot really understand material that doesn't make sense to them or their lives. I believe this is our current education system's biggest downfall - what students learn in school does not relate to the lives they lead outside. Community-centered learning where learning is coordinated and cooperative through the community (e.g. bringing in mentors from the community to help students learn) can only help learners become more engaged citizens, which is good for everyone.

The alignment of these will allow students to truly gain knowledge while becoming real "thinkers" where they can analyze and actually use information they learn.

Sadler
 Sadler's piece on formative assessment was also a useful text to read in the context of learnign and instruction. That learners are assessed by means of multiple criteria and have the ability to self-monitor their work means they can be more engaged and empowered during their learning process. Sadler's discussion of what it takes for a learner to be self-monitoring was very in-depth and interesting. That a student has to "(a) possess a concept of the standard(or goal, or reference level) being aimed for, (b) compare the actual (or current) level of performance with the standard, and (c) engage in appropriate action which leads to some closure of the gap" (p. 121) is very relevant to the "How People Learn" discussion of feedback. Further, that assessment should be guided but direct and authentic as well as cooperative gives instructors many ways to allow their students the opportunity for formative assessment and self-monitoring.

Reflections
This week's readings on environments and assessments was very personal for me - I've always felt that the environment in which one learns can affect everything they learn and that assessment is done in the completely wrong way for students.  From experience, I've seen how engaging, trusting environments can foster student growth and learning.  That students receive feedback and that their experiences are acknowledged is a very important part of my educational philosophy.  Further, that students are allowed to learn and not recite seems critical to a true learning process.  That education is plagued by federal and state laws that place emphasis on tests and that they do not have the time or resources to always provide formative assessments would be two things I am passionate about changing in the future of education.