(This is part of the work I am doing for my Masters course “Conceptualizing the Learning Sciences” at the University of Calgary as part of my Design Learning program. I am planning on posting my work here, as well as on the site that my course is based on. This may not interest anyone beyond me, but when it comes to reflections, I like to post mine on my blog regardless of whether they are simply for me, for my PLN, or for another purpose like my Masters coursework.)
“To foster conceptual change, learners need to deeply engage topics in ways that may radically shift their concepts, even while building on their existing conceptions.” (Hoadley and Van Haneghan, 2011)
“…as all human beings in any society will experience situations where what they try to accomplish cannot be carried through, and if they cannot understand or accept the barriers they will naturally react with some resistance.” (Illeris, 2008)
Sitting at my table group with three very insightful classmates that brought different points of view, we had a discussion about how we are going to use what we have learned over the course of the two weeks in our classes when we return to our schools. In a lot of ways, helping move forward the teaching and learning in our buildings or classrooms will be a lot like a conceptual change as Hoadley and Van Haneghan talk about in their quote above. Our thoughts and applications will face resistance, as Illeris says, when our colleagues and in our own practice we run into a lack of understanding.
Taking the quotes, I have isolated three ideas that may be able to help guide our thoughts about taking back our learning:
Learning that is Deeply Engaged
For conceptual change to occur there needs to be deep learning and engagement, as stated in Hoadley and Van Haneghan’s quote above. All you have to do is think about how you looked at everything before you dove into your learning. Understanding that your colleagues have not just taken the same course you have, and probably haven’t experienced the readings and research that was part of the course, you can’t expect that everyone will take to the research the same way you do. Sharing some of your learning and then offering resources so that they can dive in a little deeper if they want is probably going to give them the best opportunity to join you in your learning, rather than meeting them with a blast of all that you have encountered, or dismissing practice because “The research says…”.
Overcoming the Resistance
Illeris suggests a lack of understanding can cause resistance to learning, and we need to take this into account when we share with our colleagues. If you go back to your school, stand in front of everyone, and then proceed to tell everyone how we have to change everything based on the research you have read, you are going to maximize the resistance you meet. If instead you introduce some ideas in discussion, maybe sharing interesting ideas along with the sharing that your colleague brings, you might find a spark of interest and find they want to learn more.
Support the Radical Shift
It may be a lonely feeling if your work environment doesn’t have a lot of people interested in the Learning Sciences, but in time opportunities will present themselves where you can offer insight you have gained from your learning to help a colleague. Maybe its a book club you open up to read How people learn: Brain, mind, experience, and school by Bransford, Brown and Cocking, a book I found on my principal’s shelf, or maybe you support a colleague on a project by providing a resource that will help them with their practice, whatever it is you do, be a supporter of professional learning. When you find people interested in what the Learning Sciences has to offer to our profession, support them and learn with them, and maybe your group of two will grow in time.
I am excited by what we have been reading, discussing and learning, but I am also well aware that back at my school, I can’t expect that everyone will be as excited as I am about it. Having our cohort online as a community to bounce ideas off of and to share stories with will help me see how best to bring the Learning Sciences in to my school, and to support what I hope will be a radical shift in my practice and, in time, the practice of others.
Hoadley, C. & Van Haneghan, J. (2011). The Learning Sciences: Where they came from and what it means for instructional designers. In R. A. Reiser & J. V. Dempsey (Eds.) Trends and Issues in Instructional Design and Technology (3rd ed., pp. 53-63). New York: Pearson.
Illeris, K. (Ed.). (2008). Contemporary Theories of Learning: Learning Theorists…In Their Own Words. Florence, KY, USA: Routledge.