Learning is experiencing an event and then remembering back
to those experiences.
Activity:
This theory explains that learning is when someone not only
experiences an event, but then can reflect back on that event or experience and
understand and recall what they were taught. This is different from my original
model of learning because, while I had the part about learning from
experiencing things, I failed to include the fact that students have to refer
back to these experiences. If a student only follows directions and does not
truly understand the purpose of an experience or activity, the student will not
end up taking away anything significant from doing it. Once a student fully
understands and can explain the significance and what they learned from their
experiences, then they have learned the content.
An activity that would demonstrate this theory of learning
would be to write a report on a field trip a students’ class went on. This
demonstrates each idea of this theory because, first, the student would
experience the field trip and be able to physically see and even sometimes experience what they are learning about.
This creates a memory for the student, which they will hopefully be able to
access later when reflecting on their experience on the field trip. Then, the
student would have to reflect on what they did at the field trip as well as what
they had learned. Of course, this would have to be in their own words to fully
demonstrate what they had understood and
not just memorized from what they
learned on the field trip.
Hi Kim, another way your new idea could be demonstrated slightly differently would be to go about it using the Schema Theory in which the child could learn in a cognitive concept(like you have shown) that helps them to organize and interpret their information .
ReplyDeleteFor example say for a child develops a schema of a horse. They know that a horse has four legs, and tall. When the young child encounters say for example a cow in real life, they might initially call it a horse. Once she is told that this is a different animal called a cow, they will modify their existing schema for a horse and create a new schema for a cow.
While the use of schemas to learn in most situations occur automatically or with little effort, sometimes an existing schema can actually hinder the learning of new information.
Thanks,
Andra Winslow