Blog 3- How People Learn

1. Briefly describe 3 major points discussed in the chapter that impact curriculum design.  

 

In the reading of How People Learn, chapter 4 “Processes that Support Learning, ”  the way individuals orchestrate their own learning is done via conscious cognitive process to regulate behavior defined as metacogniton. The chapter mainly discusses executive function, self-regulation of learning, and memory as key components of learning process.

Figure 1: Info graphic created with 豆包

 

Executive Function refers to the ability to hold information, inhibit correct responses, and sustain or switch attention to meet a goal. Executive function, also considered as an ability to direct one’s self, change course when needed, and strategize in the absence of explicit rules, may be a greater predictor of academic achievement than general intelligence. As the example study of a middle school class in Denver, CO elicits, students who spend less time in self-directed and peer-negotiated activities in comparison to adult-led activities, showed worse intrinsic executive functioning. In curriculum design, it is crucial to provide students with opportunities and activities that allow for blocking out distractions, shifting perspective, and complex solutions.

 

 

Self-Regulation of Learning refers to having control over strategies and behaviors one uses to learn. This active process of taking responsibility for goals and assessing one’s cognitive activities allow the individual to control the decision process and develop skills to be effective learners. While understanding the variety of variables that contribute to self-regulation is a on-going and complex task, the integration into curriculum design include students being critical evaluators on their own learning. Setting explicit goals and being able to evaluate outcomes.

 

Memory science reveals the complex construct of memory and the role it plays in a retrieving information and interacting with other learning process. Memory does not simply store information for later use, but can reconstruct new knowledge from memory. Curriculum design should incorporate practices that strengthen long-term and working memory as they are positive indicators of academic-success(Committee on How People Learn II: The Science and Practice of Learning et al. 2018).

 

 

2. Discuss at least one connection to Gura’s ideas about the creative learning environment.  What tools and practices provided by Rivero can support creativity and are aligned with the chapter you read?

 

Gura points out that creativity is necessary for successful individuals to deal with the new and emerging problems in modern society. There are now many tools and resources available, despite budget cuts to many creative art programs in schools, that can empower students to focus on, research their interests and create professional, high quality works.

As self-regulating states, having control and taking responsibility for learning goals is achievable through Gura’s perspective on fostering creativity.

As Gura states we are living in rapidly changing times, and with the utilization of memory reconstruction and executive function to strategize even in environments with no explicit rules, learners will be able to create new and original solutions through fostering creativity.

Going through the list of digital tools provided by Rivero, I was particularly interested in two music learning platforms Fender Play and Moosiko. Both apps can be asynchronous learning platforms, but Moosiko can even be utilized as a k-12 teaching tools for teachers as an extensive resource and student portfolio archive. These two apps cater to unique student goals through scaffolding and customized lessons. Fender utilizes recognizable songs to teach concepts and skills that build ontop of each other in future lessons, adhereing to long term memory activation as stated in How People Learn (National Academies of Sciences, Engineering, and Medicine. 2018, Rivero 2020). Moosiko conducts lesson through a similar system, but students are able to choose songs of their choice for learning based off personal preference, but still under the guidance of an instructor. This seems particularly useful by adhering to self-regulation learning through personalized goals. Both learning platforms make learning goals achievable and realistic by breaking down lessons into short digestible lessons, appropriate for young learners, encouraging motivation and increased focus and removal of distractions- adhering to executive function (National Academies of Sciences, Engineering, and Medicine. 2018, Rivero 2020).

3. Select one ISTE Standard for Students and discuss connections to the content you read.

 

I believe the ISTE student standard that best fits Processes that Support Learning and Rivera’s list of digital toos is 1.1.b Customized Learning Environments- Students build networks and customize their learning environments in ways that support the learning process.

While the apps discussed can be utilized in asynchronous or in synchronous learning, the key function of creating a customized learning environment based of student goals seems to be the major identifier. Through pedagogical knowledge of delivering a high quality lessons that support student learning, a key difference in this type of ‘class’ as opposed to traditional curriculum is that students are responsible for choosing their own goals. Executive function coupled with educator support to encouraging self-regulation, and curriculum that builds on long and working memory makes for effective learning practices.

 

Resources:

 

Crompton, H., Burke, D. The Nexus of ISTE Standards and Academic Progress: A Mapping Analysis of Empirical Studies. TechTrends (2024). https://doi.org/10.1007/s11528-024-00973-y

 

Gura, M. (2020). Fostering Student Creativity. EdTech Digest the State of the Arts, Creativity, and Technology 2020: A Guide for Educators and Parents. p. 7. Gura (2020).pdf

 

National Academies of Sciences, Engineering, and Medicine. (2018). How people learn II: Learners, contexts, and cultures.Links to an external site. Washington, D.C.: The National Academies Press. http://doi.org/10.17226/24783.

Rivero, V. (2020). A Whole New Class of Art. EdTech Digest the State of the Arts, Creativity and Technology 2020: A Guide for Educators and Parents. p. 12-20