A gem of an article, Konrad Glogowski’s Teaching How To Learn, is introduced by this words from Robin Good:
“When… peer negotiations occur in a context of public scrutiny, youth are motivated to develop their identities and reputations through these peer-based networks, exchanging comments and links and jockeying for visibility. These efforts at gaining recognition are directed at a network of respected peers rather than formal evaluations of teachers or tests.”
Excerpted from the Living and Learning with New Media (Ito, Horst, Bittani, et al., 2008) report published at the end of 2008, this is one of the valuable findings emerging from the latest research on how we actually learn.
Konrad Glogowski, education and new technologies expert, looks at the conclusions of this report and analyzes what we are realizing about the limits of our present day teaching approach and what is that we need in its place.
His view is that traditional classrooms tend to be oppressive learning environments where passion, curiosity, and personal interests of the learners are suffocated by dogmatic principles and grade scales.
Peer relation-based learning environments seems to be a more engaging opportunity to absorb and share knowledge with other individuals because you can share the same interests and passions you do want to develop and fulfill.
Why do we keep insisting then on such an old-fashioned approach in education? Is it because it makes us feel safer?
Read the full article by Glogowski: Teaching How to Learn!
