Inside the classroom
Minute-timed tests were the first academic assignments I genuinely found exciting, engaging, and motivating. As a third grader, I studied every night and quizzed myself during recess to make sure I passed on the first try, not giving Christopher, my biggest competitor, a chance to beat me to division. While I haven't taken a multiplication test since fourth grade, reflecting back, I can connect skills I learned during that practice I use in everyday life: dedication, quick problem solving, ambitious, and goal-oriented.
The controversial conversation over memorization vs understanding challenges me to consider my experiences memorizing and preparing for those minute-timed tests. Bransford et al. (2000) suggests while memorizing might help for procedural purposes, thoroughly understanding a concept is more critical for the learning process. I might have been able to answer 5x8, but if I was shopping and there was a sale, I needed multiple, or I was baking, could I successfully transfer my knowledge of multiplication and problem solving
? Educators need to be intentional with their approaches to teaching in the classroom. For example, as a former fourth grade teacher, I know one common approach to teach reading comprehension is 'chunking'. We can encourage students to use this strategy cross curricular and outside of the classroom. Creating, implementing, and modeling strategies to aid learning in the classroom can support the transfer of knowledge to outside of the classroom (Bransford et al.,2000). Teaching a student how to 'chunk' information will not only help with learning spelling words or parts of an article, but also to remember a phone number or packing list and boost memory.
Outside the classroom
Educators need to focus on the skills and abstract learning instead of the overly contextualized knowledge to support the transfer of knowledge (Bransford et al., 2000). This makes me reflect on the influence of my minute-timed tests. Did these assessments require my transfer of prior knowledge or limit me to memorizing multiplication facts? In my opinion, I would argue, both. I believe I developed perseverance, dedication, and the discipline to work under pressure through this learned discipline. Did I think about this when studying for those tests? No, but like David, I am both shocked and impressed how something so little like multiplication tests has played such a role in my learning process. I've been able to successfully demonstrate the transfer of prior knowledge when I take tests, grocery shop, and problem solve everyday in and out of school. Educators need to offer authentic learning opportunities empowering students to make their own decisions out of school (Quigley, 2014). Modeling and involving students in real-world thinking also adequately demonstrates this transfer of knowledge. When I was learning how to prioritize homework, I looked to my teacher to understand what was most important and due the next day. As an adult, I'm now able to tip my waiter after dinner, without a calculator, because I learned a procedural approach on how to multiply by efficiently completing my minute-timed tests.
Adult learning
As an adult in education, I believe I'm always learning. If you ask a businessman in the field for 20+ years, they might reply 'they've seen it all.' Are adults still learning? How do we continue to transfer our knowledge from second grade, to college, to our career? What if our career evolves? Mezirow (1981) spotlights three critical concepts unique to adult learning:
Determining which knowledge claims are warranted,
Methods of inquiry and learning goals, and
Learning needs and modes of educational intervention.
It is suggested adults use their best judgement by transferring knowledge from previous experiences, jobs, or problem solving situations. Research states adult learning requires perspective transformation (Mezirow, 1981) and self-direction (Merriam & Bierema, 2013), not necessarily highlighted for in-school learning. This is evident in my life when I decided to join a book club last summer. Growing up reading was my worst subject (therefore, I hated it), but this past summer I chose to join a book club because I wanted to enjoy exploring and learning new approaches to self care. Would I have ever joined a book club in high school? No, because I prioritized my extracurriculars. Adults experience greater challenges, including balance and time management, but each, still, have a unique learning process. Based on life experiences, body and spirit, cognition, culture, the learner's self-concept, internal motivation, and simply the need to know (Merriam & Bierema, 2013), adult learners differ from students. However, I learned, it is critical to understand the characteristics and needs for each learner to support their success.
As I prepare for my July book club, next semester of grad school, and first year on the leadership team, I reflect upon my needs and unique characteristics as an adult learner: purposeful, goal-oriented, and ability to transfer knowledge in my field.
Resources:
Bransford, J. L., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school (Expanded Edition). National Academy Press.
Masingila, J., Davidenko, S., & Prus-Wisniowska, E. (1996). Mathematics learning and practice in and out of school: A framework for connecting these experiences. Educational Studies in Mathematics, 31(1-2), 175-200.
Merriam, S. B., & Bierema, L. L. (2013). Adult learning: Linking theory and practice. ProQuest Ebook Central. https://ebookcentral-proquest-com.proxy1.cl.msu.edu.
Quigley, C. (2014). Expanding our view of authentic learning: Bridging in and out-of-school experiences. Cultural Studies of Science Education, 9(1), 115-122.
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