"In moments of fast and unpredictable change, part of learning is to unlearn" (37). In the second part of his book, Will Richardson takes more time to break down what a Master Learner means to current teachers. Richardson understands that we are in the midst of a cultural change, and that the system is broken, not the teachers. Below is a list of Teacher-reported conditions that promote powerful learning (19). Do you agree with his findings? Richardson spends a great deal of time dealing with the idea of technology being the answer to all the educational problems. He views the addition of tech into the classrooms as a new tool. He sees teachers using it to package the same old crap they were teaching before they had technology. The potential for technology is not being utilized because it means dumping a system that has been in place since school was created. In its early days, school functioned to teach child what to know. Richardson calls for the transformation from knowing to learning (25). He believes that if we are to create the conditions mentioned above, we need to lesson the amount of content and push the organization of learning onto the student. Google has taken away the necessity to know everything outright *hyperbole alert!* and has introduced a more important skill, the process of learning. As Albert Einstein said, "I never teach my pupils; I only attempt to provide the conditions in which they can learn" (23). There are so many little nuggets of gold in this second part of the book. I looks like my highlighter exploded on the pages, and I am pretty NASA could see it glowing from Mars. One point I think it is important to point out is Richardson believes that teachers need to go out on their own to learn. We cannot expect our students to take the reigns of their learning, if we ourselves do not. He states, "just as kids are not waiting for the Minecraft course, we adults must seek our own resources and teachers either online or off. Those who wait to be taught will be left behind" (36). At the end of part II, Richardson starts to spell out what educators need to do in order to be Master Learners, and honestly, THANK GOD. I have read a ton of books during my credential program that point the finger at the problem, but offer no real solutions for teachers. I find my self nodding my head all while reading the book, devouring it fast because I want to get to the part that tells me what I can do. It seems as if Richardson will be providing me with some concrete ideas. Here is what I learned so far: I feel like the program at CSUSM, especially Jeff's course, asks us as new educators to work these ideas into our classrooms. Voice, choice, and agency! 20 percent projects! Inquiry questions! Google hangouts! What do all of you think about the ideas Richardson suggests to promote meaningful learning in the classroom?
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AuthorDevout book worm. Archives
May 2016
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