I am so glad that I read the Fitzgerald article first. It was a great introduction to cognitive flexibility theory (CFT). I really liked the idea that learners create their own knowledge base. That the learner is active and scaffolding is provided. I also liked that they emphasized prior knowledge.
Then I moved onto the Jacobsen articles. In both articles the authors discuss how a student’s epistemology affects their reaction to CFT. At first my brain froze over, and then I realized how true this is. I took a class that incorporated a lot of CFT. We had individual projects that were part of a collective larger project. The teacher served as an expert and also as a colleague. The professor participated in several of the assignments with us. There was little lecture or regurgitation. Some students found this frustrating. They wanted to know what they needed to do to get a good grade. They thought that the collaborative work session were a waste of time. I remember being extremely frustrated at the time with these students. However, these articles helped me understand that it may have been that these students didn’t think they were learning. In the same way that I get frustrated in a fill and spill course they don’t like a CFT course.
The Jonassen article was interesting. I have to admit it was a little scary to realize that medical professionls have been taught in such a narrow sighted way until recently.
I was saddened and excited to read the short piece on the EASE program at MSU. I have taken several undergraduate and graduate courses in the history and social studies arena had have not been introduced to this resource. I think it a wonderful model.
I really liked CFT. I think it would avoid over simplification. I also like that it like case based pulls on students’ prior knowledge. Making connections in unstructured environments to me is life.
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I think you pointed out a hurdle in education about addressing all your students' learning styles. Obviously I don't think there is one solution or theory that can be applied that will allow every student the ability to succeed in class - but I think that's the great part about learning all these theories and techniques is that you can pick and choose to use certain ones for certain information. :-) - Morgan
ReplyDeleteFrom Jennifer Knott: You talked about being a student and feeling frustration because the goal was not readily apparent. I agree with the students that, at first, CFT is a frustrating process. It's a wandering, exploratory journey. But, like many things that ask us to bear the discomfort, the rewards are amazing. That's when the learning takes place - after putting it all together.
ReplyDeleteAny article that starts talking about epistemology has me hooked for good. :)
ReplyDeleteI think there is a lot to say about how learners approach learning and how that then affects their achievement - and your comments point to this conclusion as well from your past experience.
It's really hard not to think of something like CFT as "good" and lecture/knowledge transaction as "bad" - but that's the place I'm in right now. :)
I agree with Morgan that you made a good point about that teaching is really hard, because you can never meet every student's learning style and needs by one activity or one way of teaching! I think that's why we're trying to explore more possibilities in this course.
ReplyDeleteI really like your conclusion! "Making connections in unstructured environments to me is life."----That's soooooo true!! Teachers should stop teaching in ways that nobody uses in the real world!
Miya
Rachel,
ReplyDeleteAs you said me too felt CFT as a bit complicated process. It was only after I actually completed CFT project, I realized how useful this approach can be.
I also liked that you have shared your learning experience.
Dipali
I truly have to agree with you about making connections to life. I think about most of the classes that I have taken over the years that were mostly memorizing information, I would probably have enjoyed it more using the CFT format.
ReplyDeleteRachel, thinking about your experience where the students just wanted to know what to do to get a good grade is exactly what CFT talks about. As it says in our notes, "the way students are taught influences the cognitive structures they can create." Think about it. Children are only taught to listen to a teacher, repeat answers and then do what they must to get a good grade. So why would it be any different once a child is an adult? For most people, all they have ever known is this way of learning. Even when I was in college, most of my professors just expected me to learn knowledge and repeat it. This class and its theories are very outside-the-box for most educational systems. So I understand your frustration and you feel that way rightly so.
ReplyDeleteElizabeth
If instructors encourage discussion and reflection and emphasize transfer by highlighting concepts that are relevant today, I wonder whether students who are accustomed to traditional instruction would respond more positively to CFT-based instruction. Maybe good wrap-up activities would help these students "get it."
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