“Theory versus Practice”, the title of the chapter that I chose to blog about. Does that imply that one is better than the other? Is there a “battle” in education between theory and practice? Are we as educators, quick to jump on the latest bandwagon?
I certainly do not have the answers to those questions, but what I think is that in education, we tend to overgeneralize.
Sal’s Thoughts on Theory
What Sal argues for are “a particular set of practices that are already showing results with many students and can be tested and refined with many others.” He is indeed, not arguing for a generalized theory (his example being, self-paced videos and exercises) about the best way to educate children. He goes on to admit that particular types of practices with videos and software seem to be resonating with particular students and teachers. This is one way to meet the needs of our students. The one that sounded best to Sal and makes sense in that particular moment.
Sal’s Thoughts on Practice
What resonated most with me was Sal’s belief in individualized learning and understanding each student as a unique learner and then creating learning and assessment opportunities that fit with that unique learner. He says, “We can now craft more particular and individual solutions than ever before..”. With the use of technology and the many resources that we have available to us here in District 109 we should be able to challenge and support each child at his or her own level. It’s about how a teacher uses tools (videos, websites, books, etc.) to create personalized lessons and a productive environment where each child is engaged.
Lastly, a few tidbits/tips on personalized learning:
- Deliver instruction through multiple forms of media (words and still pictures, instructional
videos, audio clips, interactive games, and hands- on activities)
- Gather and use immediate feedback on student understanding.
- Give students options to show their learning.
- Be flexible when plans go awry.
- Let students drive.
Great tidbits on personalized learning, Michelle! And these are different than teaching to learning styles because the tidbits focus on children not a “style”.
But was anyone else SHOCKED that there is no proven validity on teaching to learning styles???? What?? When was someone going to tell me this? I guess my question is why do educators jump on bandwagons but fail to own up when said bandwagon is proven ineffective? Is it because change is too hard and too stressful? Is is because too much money has been invested to switch midstream? I am not sure, but I do know one thing….we need to stop overgeneralizing. No one way is best for all or just because one strategy works for the high reading group this year doesn’t mean it will work next month…or next year.
Flexibility is key! As Khan says “…do what makes sense.”
Thanks Amy! I am victim to the whole learning styles thing too! I used to pride myself on it, in fact, when I was in the classroom.
You’re 100% correct in saying, “Flexibility is key!!” (thank goodness it’s my middle name!)
Michelle, Great Post. Thank you for sharing. Do what works and makes sense is simple yet difficult guidance to follow. Amy – your examples of learning styles is a good one. If you are someone that pays close attention to your students you know that how they learn best changes and flows over the course of years, weeks, days, hours, and even minutes. At some point every approach is potentially the correct approach. They key is for the teacher to know the student well enough to know what is right when.
Thanks Michelle, well done! I loved the quote you shared from Khan, “Do what makes sense…”. That just makes so much sense doesn’t it:) I agree that if we really know our students’ strengths and challenges, are flexible, let them lead and do what makes sense, then we are on the right track for sure!