This week, we discuss Dynamic Learning Systems. As we evolve over time, these dynamic learning systems are systems which contain a variety of different variables that can change the way the mind and body react, adapt and/or process information as they work together within certain scenarios. One dynamic learning system may influence another and will evolve over a person’s lifetime as they grow older and enter new dynamic systems. Cognitive illusions rely on stored knowledge about the world and are also under some degree of conscious control (World-Mysteries.com, 2003-2011). Instead of demonstrating a physiological base they interact with different levels of perceptual process, in-built assumptions or ‘knowledge’ are misdirected (World-Mysteries.com, 2003-2011). The presence of illusions can complicate cognitive sciences efforts to expand mental representation models because your perception of an image does not follow a set of standards or rules and can be seen and processed in various ways. These different perceptions and ways of processing information can affect our instructional efforts with children (and adults) because we all have different experiences, learning styles, and interpret concepts or images in our own way. As an educator, you must be mindful of these dynamic learning systems and perceptions and give your students multiple opportunities and various ways to learn and process information. This will allow the learner to create, build and extend upon their own set of cognitive patterns, making connections to their prior and newly acquired knowledge that is most meaningful to them.
As I look back throughout the readings of the course, my favorite topics covered during this course is the make the game worth playing & working on the hard parts. I feel that making the game worth playimng is more than relvant because if we do not from the get go motivate, capitavte and inspire our students to want to continue learning with us, and provide them that relvancy to apply in their currenty and future lives, attending my class will be pointless to the students.
I have to reel my students in from the get go, and identifying the hard parts is also intriguing because as an educator we must identify how our students learn, where our students are from, so that we can tailor our instruction for them. Everything i do in the classroom is tailored specifically to my students so that they are able to grasp, learn and apply the training, fundamentals and concepts taught and provided so that they can be successful in the future.
The hard parts refers to the seven principles of teaching created by David Perkins. He took his experiences as a child playing baseball and developed a concept of playing the whole game as it pertains to learning. His seven principles are as follows:
- Play the whole game
- Make the game worth playing
- Work on the hard parts
- Play out of town
- Uncover the hidden game
- Learn from the team…and the other teams
- Learn the game of learning (Perkins, 2009)
Perkins, D. (2009). Making learning whole: How seven principles of teaching can transform education. San Francisco: CA: Jossey-Bass.
The Microsystems was interesting for me because I am a person who has literally been around and immersified within severeal different cultures. Understanding who our students are, identifying how our students learn could set us up for success when we travel. I have definately been able to incorporate my knowledge of culture when I deployed overseas to Iraq and was stationed in Korea when I trained other countries militaries. Education is learning, and learning about how others learn is getting educated. I had the oppurtunity to work with the Republic of Korea Army and their learning style is different from our learning styles in the U.S. military. Senior sergeants are not immersified with Junior enlisted soldiers for the simple fact that they are higher ranking, but in the U.S. military, we will always have senior sergeants alongside of junior soldiers because we are the experts and trainers, counselors, facilitators and instructors for all of our subordinates.
Just as the hidden games was previously discussed within our class, we have to identify those learning variables of our students so that we can expertly tailor our instruction. I also feel that understanding the microsystems will assist in identifying why our students learn the way they do.
Understanding that there are many different microsystems that every learner must deal with, regardless of their age or experience, has finally sparkd that learning light bulb in my mind, and now it makes sense to me. I had never given much thought before this class, but I definitely behave differently when I am at work (professional), with my friends (have fun and can be myself) and family ( I can really be myself and not worry about being judged) compared to when I am at the office. Their are so many variables that we must encompass at work such as Sexual Harassment, Suicide prevention, to resiliency training, Equal oppurtunity training to say the least. One cannot be themselves at work but must cautiosly abide by the microsystems that every person comes from. Something that may be funny to me may not be t someone else, and allegations, perceptions may start because of how someone feels.
Anytime there are multiple microsystems coming together to create a mesosystem, it can be an opportunity for a positive experience, but can also become a source of stress (“Bronfenbrenner’s, n.d., p. 1).