Learning


 * Write your summarizing comments about "Learning" here:

EZ: JC and SH, you've stated the issues beautifully. I would like to emphasize that our learning platform (cyber schools; online learning) allows at least three, key goals mentioned in the chapter to be achieved: 1. the involvement of parents and coaches (in model on page 11) 2. serving the underserved--report mentions that low-income and minority learners could benefit from extended hours of networked computers in schools. Through our model, such learners do not need to go to a site nor does the school need to use funds for staffing and facilities. We're 24/7 in the home! 3. collaborative learning--anytime, anywhere, with anyone: we network across the country (teachers, staff, students, Learning Coaches); we support student learning with student mentors (e.g., in Florida, Language Arts teachers are working to improve writing skills of 8th grade students; those 8th grade students then mentor 4th grade students. Learning through teaching!).

JC: ** The goal for learning in the 21st century is for students to have ** engaging and empowering learning experiences ** that prepare them to be ** active, creative, knowledgeable, and ethical members of society ** .The traditional classroom no longer fits the 21st century learning that needs to take place. Technology must be infused throughout learning experiences. Students should be using technology to gain understanding, practice and reinforce skills, and demonstrate knowledge. Learning is no longer an independent act; rather, it is collaborative in nature and research has shown that team-learning is more effective and long-lasting. Today's students live in a world that is constantly changing, technology is making rapid growth, and communication between learners and experts is available 24/7.

In this chapter of the National Education Technology Plan, there is great emphasis on how technology is used in multiple career fields. This shows the importance for preparing our students with the foundational skills they will need when they enter the workforce. Our challenge is creating a learning environment that is relevant and meaningful, engaging and interactive, collaborative and empowering....where students take ownership of what they learn, how they learn it, and what they do with their knowledge. School does not have to take place within brick-and-mortar buildings and between the hours of 9:00 and 3:00. Connections Academy proves this each day. Our students at the elementary level have the flexibility of user-schedules allowing them to learn in chunks, whether that is by breaking a subject into smaller parts spr ead throughout the day or whether they concentrate on one group of subjects for a period of time and then move to a different subject at a later time. This freedom to select learning opportunities builds on learning style differences and developing strong ownership over one's learning tasks.

Just as the school needs to change, so do the teachers. In the past, teachers served as the ones who held the knowledge and the keys to getting the right answers. In the 21st century, we need to teach our students that there is not always one right answer or one path that must be taken. Instead, the teacher must take on the role of guiding students through the learning process. They must help to develop the foundation for understanding the process of learning new information, using that information to build and make decisions, and to appreciate learning so that it empowers the learner to ask questions and guide others to learn as well. The chapter of the plan includes a visual showing the interaction between the learner and the varying roles of teachers, mentors, and parents. This interaction supports the model used for Connections Academy where parents are viewed as learning coaches and active participants in helping students learn and succeed.

The chapter concludes with several actions that must be put in place in order to meet the goal for learning in the 21st century. The first action involves reviewing the current standards and learning objectives so they reflect the needs for 21st century learning. The recommendation is to move away from identifying what all students should learn and replacing this process with establishing standards that allow students learn in cross-curricular environments using 21st century technology tools bringing learners and experts together as often as possible.

The second action involves the identification of learning resources that give learners choices about what they learn, how they learn, when they learn, and how they demonstrate their learning. The recommendation is to develop more opportunities for students to have choices, engage with other learners, and provide real-time feedback that fosters lifelong learning.

The next action step focuses on using the power of technology to reach all learners. The 24/7 model for learning using Web-based tools, social networking sites, software, and other resources to keep students engaged in the learning process.

The final action and recommendation is all about STEM and incorporating science, technology, engineering, and mathematics throughout the teaching and learning process. Including experts in the field, allowing for live field trips and cyber trips, and using tools such as podcasting help to promote an appreciation of this interdisciplinary model.

SAH: ** The Learning chapter announces the following goal: //All learners will have engaging and empowering learning experiences both in and outside of school that prepare them to be active, creative, knowledgeable, and ethical participants in our globally networked society.// It proposes how 21st century learning should look, grounding its conclusions in learning theory and our global economy. It explores the three connected types of human learning: factual knowledge, procedural knowledge, and motivational engagement. An action plan comprised of four recommendations concludes the chapter.

Though my experience at CA is limited, I believe if Secretary Duncan attended one of our Wednesday Show and Tells, he would agree that CA is implementing much of what he recommends in the Learning chapter. CA meaningfully incorporates 21st century technology to engage its students in learning that is “available on demand” (9). In one Show and Tell alone, technology was enabling students to: investigate rocks and minerals and record observations through the Interactive Rock Kit; build equations and organize their work through the WordPad application; and strengthen their math skills through Dimension M, a game-based instructional tool. These technologies are not limited to academic coursework alone. Students “use the tools of professionals” in their clubs and activities, capitalizing on features of the LMS, including webmail and message boards.

CA’s curriculum, accredited by AdvanceED, meets the NETP’s standards for both “core discipline-specific learning experience[s]” and “learning experience driving by students’ interests” in the form of electives, clubs, and activities. Within CA courses, the LMS supports the wide variety of media the NETP recommends for a richer acquisition of factual knowledge. The integration of Discovery Education, BrianPOP, Grolier Online, and other third party educational vendors enhance our students’ encounters with the subject matter. In addition, CA provides differentiation in Basic, Standard, and Honors courses. (My observation is that state standards limit CA’s ability to fully individualize and personalize student learning to meet NETP’s definitions on p. 12). CA Teachlets address procedural knowledge, providing scaffolds that students can access repeatedly to assist their learning. Features within lessons, such as Online Practice and Show Answer, also provide instant feedback. The Live Lessons conducted by teachers reinforce procedural knowledge as well. Overall, CA’s technology-based learning resources aim to sustain motivational engagement.