I enjoyed the Bradshaw (2002) article, as it reflects the way I think and act in a teaching/learning environment (or attempt to work in a teaching/learning environment!) The social constructivist learning approach is one where students construct their own knowledge and extrapolate meaning from their learning experience. I was particularly interested in the role of the teacher in a social constructivist environment.
I feel comfortable in the role of teacher as facilitator as discussed by Bradshaw (2002), as this relates more to my professional work history as a youth worker and community development worker where facilitation skills are highly prized and practised.
When reflecting upon this article, I remembered how I felt as a new lecturer in Youth Work Studies many years ago, and why I initially experienced such discomfort in this role. I observed the dynamics at play at the time. I realised that I looked upon the students as people bringing a rich and varied life experience into the classroom that I could draw upon and work with (the social constructivist approach). What I found was that the majority of students looked up at me as some kind of expert or guru who had all of the answers. An interesting contradiction was at play. These students seemed very much at home with the didactic approach, and as we were working in an environment that was aimed at producing critically thinking and reflective practitioners, these students were challenged on a daily basis. I also discovered that I had to step into my role as lecturer, and build my confidence as someone who had much to offer my students.
Given that we are now working within an ICT environment, I feel confident that I can apply my facilitation skills within this context. I just need to be very well prepared when using an ICT tool or activity, and research and rehearse my use of that particular tool until it becomes second nature to me. Only then can I concentrate on being there fully for the students.
I enjoyed your post. So many of our students expect to be lectured and to have the guru approach. This is particularly true of our International students. Like you I try to adopt a facilitating role... although students don't like it very much... most of them want me to hand them their internship placement rather than go through the search process, which affords the greatest learning opportunity. Roselynn
ReplyDeleteI think you raise a very good point in saying that if we introduce a new technology to the classroom, that we need to be comfortable with it, so that we can be present to the students. It would be difficult to support active learning if you are constantly being distracted by the technology, rather than focusing on what the students are communicating.
ReplyDelete