Difference between revisions of "Production 1 Response"

Revision as of 19:24, 20 January 2020

There are differing opinions as to how information should be presented to students based on the various definitions of what constitutes as ‘knowledge’. From a traditional perspective, students are viewed as passive receptors of information and “…are evaluated according to how well they master the teacher-directed outcomes…” (Mitchell et al, 2016, p. 206). In this way, student understanding is based on their ability to perform well on assessments that meet the curriculum expectations and in turn, are rewarded with grades. The problem with a traditional mindset is that it creates a scripted learning environment where concepts are taught in a static manner and therefore lack the context necessary to gain a deeper understanding. For example, if students are simply taught a formula, they may understand how to use the formula when given all the information, but struggle to apply it because they lack the understanding of what the formula means. This can also make it more difficult for students to see and form relationships between concepts without being explicitly shown. For example, a student may understand that the area of a triangle is (base x height) /2 and understand that the area of a parallelogram is base x height but never recognizes the relation between the concepts because they lack the contextual understanding necessary to do so. Students therefore become accustom to reiterating rules, formulas and ‘textbook facts’ and are less inclined to question or explore these concepts further on their own.

Brayboy and Maughan (2009) highlight that the Western teaching approach greatly differs from the Indigenous Knowledge System. Indigenous Knowledge is based on the idea that “knowledge is not a commodity that can be possessed or controlled by educational institutions, but is a living process to be absorbed and understood” (Brayboy & Maughan, 2009, p. 12). In this style of teaching, the focus is not to replicate the teachers work but understand why we learn the concept. This creates a space where students are invited to look at learning from a broader perspective and make real, purposeful connections to their learning. When the dynamic of the classroom environment changes in this way, experiments such as the bean experiment are not simply created with the intension to “mimic work in a science lab”, but to show students that their learning extends beyond simply being an experiment (Brayboy & Maughan, 2009, p. 8). Teaching students about the reason for growing the bean adds context to the lesson creating a purposeful learning environment where students are not just meeting the curriculum expectation but are engaging with the topic.

Understanding Indigenous Knowledge connects to the Mitchell et al (2016) reading in relation to the use of technology. Technology is becoming more present in the schooling system with the use of Ipads, Chromebooks, Moodle, etc. However, simply having the available technology does not mean that it will benefit student learning. In order for technology to truly create an engaging environment, educators need to ensure that the chosen platform is used to create meaningful learning and is not mistakenly used to simply use technology in the classroom. Technology platforms such as Daagu have the ability to create a space for learning that moves away from the narrow traditional mindset to a space where learning “grows organically” (Mitchell et all, 2016, p. 210). With technology, students have access to a multitude of resources that can further extend their learning if used appropriately. With platforms like Daagu, not only can students learn from their peers but they can extend their learning by accessing information through a global network of people. Therefore, learning is no longer limited as they can use technology to participate in “community conversation, student choice, non-linear pathways of collaborative learning, and thoughtful conversation about issues that are important in the lives of students” (Mitchell et al, 2016, p. 207). Similar to Indigenous Knowledge, this creates a space for learning that has a purpose and allows students to learn through doing.

I think that understanding Indigenous ways of knowing is extremely important because as educators, we want to provide students with the best tools to support their learning. We need to be open to learning about different educational perspectives and be open to changing our understanding of ‘knowledge’. No two students are the same and therefore we cannot expect them to excel if we continue to conceptualize knowledge as a narrow and one-dimensional concept. Rather, we need to let them explore, collaborate with their peers and use technology to provide them with “multiple access points and project sites, extensive collaborations among students, and multiple knowledge processes and activities for engaging ideas and possibilities” (Mitchell et al, 2016, p. 210). Technology can be a great tool for learning, but only if it is used to create purposeful learning.

Brayboy & Maughan (2009). Indigenous Knowledge and the Story of the Bean, Harvard Educational Review, 79(1) Mitchell, G., et al (2016). DAAGU: Complexity Pedagogy and e-Learning: Emergence in Relational Networks, International Research in Higher Education Vol. 1, No. 1; 2016.