Quentin's e-Portfolio
ETEC 512: Applications of Learning Theories to Instruction
ETEC 512 was a course that was necessary for solidifying my understanding of using appropriate pedagogy to inform my classroom practices. This is like understanding the principles of cooking and knowing why certain foods need to be cooked at certain temperatures or for certain amounts of time. This course reminds me of an old adage: “Knowledge is knowing that a tomato is a fruit. Wisdom is knowing not to put it in a fruit salad.” In the same way, this course provided both knowledge and wisdom. I was able to refresh myself of some of the learning theories that I had covered during my Teacher Education Program and to learn newer theories. It was also good to spend time reflecting on how the theories applied not only in a physical classroom but also in a digital context. It was important for me to understand that often our teaching uses a potpourri approach to learning theories. No one theory can fit a classroom. You cannot just cook with salt or pepper in order to enhance your palate, you need to use a range of spices. Moreover, just because salt has been around for a long time (a traditional spice as it were) it does not mean that it is not a valid option. It has its uses and its jobs and that cannot be overlooked. In the same way, there is value in using some traditional approaches, although maybe not as much as once was used.
Artifact 1: Thought Paper 1
I formulated many of my thought around the various learning approaches as I wrote the thought papers for this course. The first thought paper we looked at dealt with behaviourism. Behaviourism can be likened to salt as it is a "traditional" approach, as illustrated above. Yet, it has its uses. As I noted in the paper, "utilizing behaviourism in conjunction with other valid teaching theories will lead to a flourishing learning environment" (Flokstra, 2013b).
Artifact 2: Information Processing Website
Sometimes it is good to have a really good understanding of a spice or herb so that you know how to maximize it without overdoing it. This was similar to the project where I looked at the Information Processing Theory. This group project allowed me to look at this theory and comprehend it in a full way. It was also an opportunity to share those findings with others. This group project was a wonderful process of collaboration and in-depth thinking. I had the immense privilege of collaborating with two fantastic people who have also completed their MET journeys, namely Mel Burgess and Yves Mainville. The creation of this website as a teaching/learning tool for our colleagues was an opportunity to learn about one specific learning theory in great detail. By going in depth and providing various interactivities, we were able to further refine our own understanding of information processing theory while also providing the necessary overview for others. Overall, the connections between theory and practice were made evident and I believe that this website is still relevant for educators today. (Another benefit with this project was expanding my understanding of the capabilities of using Google Sites.)
Artifact 3: Lesson Critique
Another important skill is the ability to self-critique. When I use a recipe for a long time, it can be difficult to see if it can or should be tweaked. Yet, it can be beneficial to examine a recipe and make some changes to improve the flavour or to make it healthier by substituting ingredients. This was similar to the process I underwent in doing my lesson critique.
The lesson critique involved me examining a Social Studies 10 lesson from the perspective of three key learning theories. It was good to see elements of appropriate pedagogical approaches within the lesson but there was room for improvement. I was able to adjust the lesson plan to include elements from Vygotsky’s sociocultural theory, constructivism, and situated learning. This meant that the lesson shifted from having students replicate knowledge through inauthentic activities to students constructing their own knowledge through social interaction using more authentic means. I replaced the assignments which were interesting and creative but simply inauthentic with two other activities which required collaboration and critical thinking. The end result was an improved lesson plan that covered the same content but was now student driven and fostered deeper learning and student engagement.
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