Module 2 Summary and Reflection

First off, I have NO idea why this suddenly decided to start working. I'm confused, but that seems to be par for the course these days!

I found the writing activity to be more challenging than I expected, primarily because of the requirement to keep it to one page. I found it interesting that my peer review partner and I had quite a different understanding of what the assignment was asking of us as writers. She read the assignment to be directed toward connecting the learning theory she was writing about to her own teaching practice, whereas I read the assignment to be directed toward providing information about the particular learning theory. I enjoyed the readings and find that I am aligned with the constructionist learning theory on several points, and can certainly see its applicability particular subject areas. As a parent of sons, I can also see the value of the constructionist theory when it comes to teaching boys, who often benefit from hands-on instruction that puts their bodies to use as well as their minds.

I find the discussions interesting, more so because of the different approaches my classmates have to the questions. In reading through the posts, I gain information that will serve to improve my own teaching practice -- for example, the use of the sandwich analogy to teach the concept of layers. I suppose it's because I work with older students who more readily understand the concept layering, so I've never had to explain how it works, but I was struck by the simplicity of the explanation -- and yet it can be expanded on to become much more complex.

I don't think I'm at the point yet where I can elucidate a personal learning theory. I know how I learn, and I know how I teach . . . and I know that I pull from a variety of theories in order to construct my lessons. My approach to instruction has been evolving over the years as well, and I adapt it to fit the subject area in which I find myself teaching, which is not always the same. Teaching English can be somewhat inflexible; I am somewhat constructionist in my approach to learning, but it is difficult at times to find ways in which to incorporate aspects of "constructing" knowledge into a curriculum which is often rigid, and bound by the constraints of availability of materials in a way which prevents students from having a wide variety of choices. However, when I teach art, I am almost exclusively constructionist; I provide a basic framework for an assignment, teach a particular technique or skill, then send the students off to incorporate that skill into the assignment in a way which reflects not only what they've learned, but also their personal style and skill level. I would argue that teaching art has improved my teaching in English, because it has made my approach more flexible and open-ended.