PERSONAL LEARNING EXPERIENCES
As I consider the different learning theories in this section, I will be reflecting on how the theories relate to a selection of my own learning experiences, from different stages of my life. Roll over the pictures below to read about some of my personal learning experiences.
When I was 10, we learnt our spellings using a card system. On a shelf in the classroom were seven long boxes containing numbered index cards in the seven colours of the rainbow. Each child had a bookmark with their name on it, sticking out of the box on their current card. Each day we had to take out the card at our bookmarked spot and copy out the 6 words on the card repeatedly, in cursive handwriting. Then we had to cover the words, write them again and check them. If we got them all correct, then we could move our bookmark to the next card for the next lesson. Sometimes, our teacher would move the bookmarks forwards or backwards in the set if he thought we needed to re-practise a card or cards. The teacher taught us the system and routine at the beginning of the year and then we were expected to work on this independently at the same time each day. Each time I reached the end of one set of colour cards, the teacher would give me a test to decide if I could move to the next colour box. The purpose of the learning was to practise each spelling to mastery so that we could apply correct spellings in our own writing.
LEARNING SPELLINGS IN PRIMARY SCHOOL
When I was 10, we learnt our spellings using a card system. On a shelf in the classroom were seven long boxes containing numbered index cards in the seven colours of the rainbow. Each child had a bookmark with their name on it, sticking out of the box on their current card. Each day we had to take out the card at our bookmarked spot and copy out the 6 words on the card repeatedly, in cursive handwriting. Then we had to cover the words, write them again and check them. If we got them all correct, then we could move our bookmark to the next card for the next lesson. Sometimes, our teacher would move the bookmarks forwards or backwards in the set if he thought we needed to re-practise a card or cards. The teacher taught us the system and routine at the beginning of the year and then we were expected to work on this independently at the same time each day. Each time I reached the end of one set of colour cards, the teacher would give me a test to decide if I could move to the next colour box. The purpose of the learning was to practise each spelling to mastery so that we could apply correct spellings in our own writing.
LEARNING SPELLINGS IN PRIMARY SCHOOL
BEHAVIOURISM
The routine itself was learnt in a behaviourist manner. We knew exactly the behaviour was expected of us at spellings time each day. If we did not participate in the way expected, that behaviour would be negatively reinforced (e.g. A trip to the Head Teacher’s office). Copying the words correctly was positively reinforced by moving up a level. The focus was on our ability to perform a behaviour (writing out the words correctly without looking) and not on the nature of any mistakes we made or our ability to apply spelling rules more widely.
CONSTRUCTIVISM
The cards progressed slowly in difficulty, such that each card was marginally more difficult than the last. The teacher managed our frustration levels, moving our place in the deck if we were judged to be over or under challenged. Thus he ensured we were each working within our Zone of Proximal Development.
COGNITIVISM
Each card contained only 6 words. Thus the work of learning to spell was broken down into manageable chunks. The cards followed a set order, designed so that simple and predictable spellings were learnt before more complex or unpredictable ones. Words which followed similar spelling rules and patterns were grouped. Thus there was a prescribed structure for building on existing spelling knowledge and making links between words with similar spelling patterns.
CONNECTIVISM
I don’t think this example demonstrates any of the principles of connectivism but it is interesting to contrast with how my own children are learning spellings 25 years later! Their teacher encourages them to use EtymOnline, a web based resource for researching the etymological basis for words. They discover and share spelling words related in meaning and spelling collaboratively and then share mind maps and matrices of spelling patterns for new groups of words with their classmates.
