Myth #10: Learning is a noun
Learning is an action verb: To learn
Education is a noun.
This distinction between ‘education’ and ‘to learn’ also makes me wonder if we need a brief discussion about Objectives vs. Outcomes. Many may think this is just a matter of semantics, but it is more about underlying philosophical mindset. Look at the table below to see what I mean:
Only focusing on objectives (as defined in the table) can’t help but produce a noun experience for students. However, a lesson/course/program focused on authentic (real life) outcomes will facilitate students to learn.
In a very interesting article, Why business leaders need to take on the education revolution, Gray (2015), makes the statement, “…in today’s system, we ‘learn’ and after this we ‘do’.” In the context of the article, “’learn’” is referring acquiring cognitive information and after completing education, we “’do’” or apply that information.
Think about this: If you have ever driven a standard (stick shift) car or truck, I want to you pause reading this blog, take a few minutes to think, and imagine you are trying to explain to someone – just verbally explain – how to use a stick shift. Should be easy, right? I once did a class on writing instructions and asked students to explain the steps in tying a shoelace, without any graphics.
One of the rougher sides of any sport has nothing to do with physicality, but ability to be better. ‘What have you done for me lately’ is common theme in life for the 21st century. Whether in life, school or work, learning is an active process. “…in the workplace of the 21st century, what you know is still important, but what you can learn is just as vital a metric for success.” (kim, 2015) The ability to continually learn and adapt is a key commodity in modern life. Though both the UK and US education systems are in the throws of reform, what can the average teacher/instructor adapt now? How about assessments!
Weimer (2015) has a unique take on a better utilization of rubrics. I think rubrics have value if teachers use them to get students past what the teacher wants to what criteria make papers, projects and performance excellent.” Her article also discusses the benefits of having students co-create the rubrics. Spangler (2015) takes this one step further by having students take responsibility to curate evidence of their own learning. “Flipped instruction personalizes education by ‘redirecting attention away from the teacher and putting attention on the learner and learning.’
Final thought: “Today’s global economy increasingly rewards creativity, out-of-the-box thinking and collaboration.” (Kim, 2015)