Author: marielynnfama3865

Final e journal entry

I often wondered what to do with my multicultural class. My students are of different nationalities. Indians, Nepalese, Sri Lankans, Thai, Africans and of course, the Pinoys. Their epistemological beliefs and values are as varied as their culture. Their prior knowledge and preparation for tertiary learning vary as well. They show extreme class performance level. How could I bring their differences together under one pedagogical approach? If that is possible at all. But before thinking about what method or practice of teaching should be used, I thought that it is best first to understand their problems.

                  Issues in multicultural classroom seem widespread. The Journal of Education and Practice published the study on Examples of Current Issues in the Multicultural Classroom (Alsubaie,2015) to explore the problem of students and challenges of teachers in a multicultural classroom. The study was able to identify three current issues of learners: (1) low academic achievement, (2) adjustment to new cultural environment, (3) trust problem with self as well as the new culture. Low academic achievement is an obvious issue. Causes include unfamiliar or different teaching approach from home culture and classroom, failure to establish interpersonal relations because of differences in verbal and non-verbal communication, difficulty in learning content because of lack of proficiency in the second language used in instruction. Adjustment to new cultural environment is another issue which resulted to poor performance in class activities involving interaction with peers. Trust issue is also a problem because teachers fail to earn the confidence of culturally different learners.

                  What can teachers do with these problems? The study indicated additional responsibility of teachers to plot the course of multicultural students through unfamiliar environment to achieve their learning goals. First, teachers should train in multicultural teaching approaches, methods and assessment of learning. Second, teachers’ teaching material and approaches should be modified to recognize the students’ cultures and to gain their trust hence students will feel respected and safe with their teachers and classmate. In response to these issues, education innovators have come up with a new pedagogical approach called Culturally Responsive Pedagogy. This is an approach to teaching that incorporates attributes and characteristics of, as well as knowledge from, students’ cultural background into instructional strategies and course content to improve their academic achievement.

                  I often get frustrated if my multicultural students perform badly in class. Without understanding their circumstances, I expect them to adapt to my methods, language and culture. I am bothered by the thought that I have to modify my instruction to match their preferences. In a multicultural class with teachers and students have different belief and value of knowledge and learning, will the teachers’ personal epistemology prevail? The study of Alsubaie, concluded that flexibility is more important than knowledge in dealing with multicultural issues. Therefore, teachers should explore the issues in the multicultural classroom as they arise and deal with these problems.

Merfat Ayesh Alsubaie, Examples of Current Issues in the Multicultural Classroom

Alsubaie, M.A. (2015). Examples of current issues in the multicultural classroom. Journal of Education and Practice, 6(10). 86-89

SAGE Publications Inc. (2017). Instruction: Applying behavioral, cognitive and constructivist approaches

Reflection for EDS 103 Module 7

I only realized what my epistemological beliefs are after reading EDS 103 Module-7 reading materials. I vaguely know about epistemology at all before starting this class. After analysis of what my beliefs are about the nature of knowledge and about learning, I somehow came up with this understanding. Based on the five dimensions of personal epistemology proposed by Schommer (1994), I figured-out that I can control my ability to learn though my own effort although I need sufficient time to acquire learning, that knowledge is a complex network of concepts, and that knowledge for me is relative.

Personal epistemology is recognized to influence all aspects of learning, impacting the way students respond to learning activities, motivation, strategy selection, information processing and overall achievement. As a student, I guess, my personal beliefs in the nature of knowledge and learning helped me deal with the challenges of distance learning. Distance education is often self-directed, which means that it is your willpower that will drive you to work alone at your computer, and you will not have in person interactions with fellow students and professors. You must have very strong time management and organizational skills to keep up with your studies. Therefore, my belief that I can control my own learning given sufficient time supports online learning. Likewise, lessons are presented in module hand in hand with reading resources. Although guide questions are provided, you are most often left on your own to create and contextualized your learning. Therefore, my belief that knowledge is a complex network of concepts, and that knowledge is relative aligns with the teaching approaches of distance learning.

The internet abounds with tips on how to succeed in on line learning, but I believe that how I valued knowledge and learning is the force behind my perseverance in pursuing distance education.

Reflection for Module 6 B

It is not hard to learn more. What is hard, is to unlearn when you discover yourself wrong.  – Martin H. Fischer

I realized that unlearning is quite difficult and that’s the very reason why I’m here in EDS 103. I went to a school who adhered to the traditional teacher centered curriculum. The teachers talked for hours and students listened but their minds wander off into every imaginable place they could be. Lectures are marathon because there is too much to learn in a short period of time. The curriculum content is tightly packed and class schedule is exhausting. The burden to students is too much such that many decided to leave school in the middle of the semester. The fact is that everybody seems to have accepted the idea that medical school is “survival of the fittest” and nobody questioned this malady. However, a few of us felt that this is not how it’s supposed to be. Unfortunately, when I joined the teaching force, I got absorbed into this system. For some time, I’m actively involved in teaching while my students are in a passive and receptive mode, most often left alone during class activities and collaboration is never encouraged.

While engrossed in the different theories of learning, I came to question myself what ideology and practice should I follow? Taking on my experiences as a student, I found my interest in constructivism. So, I decided to be a constructivist teacher.  For a starter, I think that it’s important for me to stand by the constructivist principle as stated by Gray, A.  “that constructivist’s teaching is based on the belief that learning occurs as learners are actively involved in a process of meaning and knowledge construction rather than passively receiving information”. With this in hand, the next concern would be for me to know the characteristics of constructivist teaching. Still according to Gray, the characteristics of a constructivist classroom are as follows: (1) the learners are actively involved, (2) the environment is democratic, (3) the activities are interactive and student-centered and (4) the teacher facilitates a process of learning in which students are encouraged to be responsible and autonomous. But the most important question is “what will be my role as the constructivist teacher?” For years, I take the center stage and in control of the learning environment. Expectedly, there will be shifting of roles. Learning will now be focused on how my students will actively construct knowledge out of their experiences while I take the supporting role. David Jonassen identified three major roles for constructivists teachers in a constructivist learning environment: (1) modeling, (2) coaching, (3) scaffolding. As the more knowledgeable other or MKO, I will now facilitate learning and acquisition of mastery of skills to prompt learners to reach their desired level of potential. It may take more work as scaffolding is adjusted to individual learner’s need and withdrawn once targeted level of competence is achieved. I will also be the model and demonstrate new concepts while my students learn by observing. I will also guide and support specific learning needs of my students as their coach. As Jim Henson put it in his book,  It’s Not Easy Being Green: And Other Things to Consider, “[Kids] don’t remember what you try to teach them. They remember what you are.” 

I can see that my role as constructivist teacher will be more challenging in the years to come. I also know that it would take more than just knowing about the principles of constructivism to put it into action so I intend to take it slowly and surely.  

References:   https://www.goodreads.com/quotes/tag/teaching ccti.colfinder.org/sites/default/files/constructivist_teaching_methods.pdf

Reflection for Module 6 A

EDS 103 Theories of Learning

A few years back, before the implementation of the outcome-based education (OBE), the Association of Philippine Medical Colleges (APMC) advocated the application of the problem-based learning approach (PBL) in medical education. Unfortunately, only seven or eight of the thirty- three medical schools that time responded to the call. After several years, some of these respondent schools returned to the traditional method because they experienced unsatisfactory performance of their graduates in the physicians’ licensure examination. Among the issues raised were inadequate implementation of PBL and misalignment between the purely standardized multiple-choice tests in the national board examination and the learning achievements of the PBL graduates which are mostly performance oriented.

I myself did not understand much of problem-based learning in those days. In my readings, I found this simple but comprehensive description of PBL by Hmelo-Silver and Eberbach (2012). PBL is a learner centered instructional method in which students learn through solving ill-structured problems (Barrows, 2000; Hmelo-Silver, 2004; Torp & Sage, 2002). Students work in collaborative groups to identify what they need to learn in order to solve a problem. They engage in self-directed learning and then apply their new knowledge to the problem and reflect on what they learned and the effectiveness of the strategies employed. The teacher acts to facilitate the learning process rather than to provide knowledge. Goals of PBL include helping students develop 1) flexible knowledge, 2) effective problem-solving skills, 3) effective self-directed learning skills, 4) effective collaboration skills, and 5) intrinsic motivation.

While immersed in understanding this thought, I realized that PBL represents both cognitive and constructivist learning theories. The cognitive constructivist approach, based on Piaget’s work, emphasized that people produce knowledge and form meaning based upon their experiences while the social constructivist approach, grounded on the works Vygotsky, emphasize collaboration in the production of knowledge and understanding (Santrock, 2011). Constructivist approach is evident in PBL where learners work collaboratively to find workable solution to authentic, real-life problems. They gather and reflect on the data collected, generate hypothesis, look for applicable concepts, do further research, may modify their hypothesis, and evaluate and present their proposed solution. In this process the learners actively construct the knowledge based on their experiences as Piaget pointed out in his cognitive development theory while collaborating with one another as Vigotsky highlighted in his sociocultural theory. Evident also in this instructional approach is the information processing theory that prior knowledge stored in the memory can be retrieved, expanded or restructured in the formation of a new knowledge. The PBL learners utilized their prior knowledge in basic sciences in formulating the solution to the posed problem.

In PBL, the teacher plays the role of a facilitator, a model and the more knowledgeable others (MKO). The teacher models problem solving and self-directed learning skills. Although the teacher is a content expert, modeling is more on strategies for learning and critical thinking rather than transfer of content knowledge. As facilitator, the teacher guides the learners through the stages of PBL then progressively withdraws to the background as the students becomes more experienced with PBL and finally adopts the questioning role. Although we have implicated these learning theories as foundation of problem- based learning, they are not deemed exclusive. Other minor theories can also form the basis for individual learning as well as social knowledge construction.

Today, the medical education is transforming to the outcome-based education (OBE). Outcome-based education is an educational theory that focuses around goals (outcomes). By the end of the educational experience, each student should have achieved the set goals. Seemingly, part of the approach is influenced by the problem-based learning. Hence, I found it necessary to have a better understanding of the learning theories that underlies PBL

Reference: https://www.researchgate.net/publication/278722219_Learning_Theories_and_Problem-Based_Learning

Reflection for Module 5

Cognitive-Behavioral Theories (CBT) as basis for Treatment of Anxiety Disorders

            The term “anxiety disorder” is the most common form of psychiatric disorder. The term refers to specific psychiatric disorders that involve extreme fear or worry. There are six disorders included:  general anxiety disorder, panic disorder, social anxiety disorder, selective mutism, separation anxiety, and specific phobias (e.g. exam phobia). Anxiety disorders involves the mind but they are real medical disorders and most often incapacitating. Anxiety disorders are not only the most common but pervades all levels of the society from childhood to old age.

            Treatment of anxiety disorders make use of cognitive theories. Cognitive theory is an approach to psychology that attempts to explain human behavior by understanding the thought processes. The assumption of cognitive theory is that thoughts are the primary determinants of emotions and behavior hence maladaptive behaviors can be adjusted by manipulating information processing which is referred to as thought restructuring. The mind is compared to a computer program and therapists remove the bug or virus by rewiring deleterious connections and replacing them with healthy thoughts. Cognitive restructuring happens as your therapists ask you questions to help you analyze your thoughts and understand your anxiety. Today, the trend developed by psychologists is to apply both cognitive and behavioral theories in treating anxiety disorders which they call the cognitive-behavioral therapy or CBT. Cognitive behavioral therapy is a short-term therapy technique that can help people find new ways to behave by changing their thought patterns.

            The clinical application of cognitive-behavioral theory can be illustrated in this interesting case study published in the MedCrave Journal of Psychology and Clinical Psychiatry (2014). The case study is about exam anxiety. This is the case of  Helen, a 28-year-old chemistry student who sought therapy for intense anxiety concerning university exams. The diagnostic interview indicated that she suffered from Specific Phobia (Exams Phobia) according to DSM-IV- TR [7]. She also suffered from anxiety and depressive symptoms. Basically, Helen have fear of going to the university and and attend classes because of the negative thought that she will not pass the exams. There were several CBT techniques used by the therapists namely: (1) tic-toc technique; (2) graded task assignment; (3) graded exposure; and (4) daily record of dysfunctional thoughts. Briefly, in the tic-toc technique the fear of Helen in studying with the thought of not passing the exam is changed by the therapist from “I’m not going to make it” (task inhibited thoughts) to “if I do not try, I have no possibility of succeeding, if I do try, I have at least some possibilities” (task oriented cognition). In the graded task assignment, the lessons/activities are broken in smaller manageable steps to be able to face anxiety provoking situation. So, Helen was given just few pages to study each day. In graded exposure, Helen was encouraged to face her fear of going to the university by encouraging her to talk about the university, visit the university and write timetable of the exams. Daily recording of dysfunctional thoughts will prompt Helen to learned to face these anxiety stimuli later in the course of therapy.

            Learning about this case report may prove helpful to teachers in recognizing school related anxiety of students, properly deal with it and help them get proper treatment.

References: https://www.verywellmind.com/cognitive-theory-2671570 https://adaa.org/understanding-anxiety https://www.verywellmind.com/how-does-information-processing-help-phobias-2671538 https://www.verywellmind.com/what-is-cognitive-behavior-therapy-2795747 https://medcraveonline.com/JPCPY/JPCPY-01-00021.pdf

 

          

           

Reflection for Module 4

According to Albert Bandura (1977), self-efficacy is “the belief in one’s capabilities to organize and execute the courses of action required to manage prospective situations.” Miriam Akhtar (2008) defined self-efficacy as “the belief we have in our own abilities, specifically our ability to meet the challenges ahead of us and complete a task successfully”. In my readings about self- efficacy, I have encountered several terms that are commonly equated with self-efficacy like self-esteem, self-regulation, self-confidence, self-control, resilience and motivation. Each is closely linked with the other but each is its own construct. It’s confusing, so I tried to look for how they are applied in psychology. Fortunately, I found this article written by Courtney Ackerman (2018) in Positive Psychology that helped me a lot in dealing with these terms.

Putting it simply:

Self- esteem is how you value or put worth to yourself while self-efficacy is your belief in your self that you are capable of meeting and achieving a task.

Self–regulation is how you think, feel and act that affects how you learn while self-control is how you adjust your behavior to reach your goal.

Self-confidence is the strong belief in yourself that is nondescript or unspecific as to what it is, while self-efficacy is your belief that you can do something and can produce a result.

Motivation is your desire to achieve something while self-efficacy is belief in oneself to achieve.

Resilience is ability to bounce back from failure and greatly enhanced by high sense of self -efficacy.

Now, how does high self-efficacy look like? An old person like me with very limited basic computer skills who enrolls in a distant learning course that she has never done before, but feels that she can succeed in!

What does it take to have a high self-efficacy? It would take a lot of self-esteem, self-confidence, self-regulation, motivation and resilience in times of failure.

How to increase self-efficacy? Mastery from experience and past successes, modeling success of people under similar circumstances. Social persuasion by surrounding self with supportive people and adopt the right mindset.

I once read a quote by Lisa Lieberman Wang which says, “avoid focusing on what you cannot do. Instead focus on what you can do and accomplish it without expecting approval and recognition from others”. I guess it got stuck in my mind and inspire me to do the things that my heart feels like to.

Reference: https://positivepsychology.com/self-efficacy/

Activity for Module 4

My Models and Mentors

Role Models and Mentors	Their Contributions
1. My father	His enthusiasm in continuing professional development encouraged me to also continue improving my craft
2. Dr. Remedios Santos	She is the former chairperson in the department where I am a faculty member. I admire her adept in in instilling student discipline. This motivated me to learn further about the teaching profession particularly in class- room management.
3. Dr. Bonifacio Dela Rosa	My college professor. I admire his teaching strategy. He makes difficult subject matters easily understood by students. This also motivated me to learn further about the teaching profession particularly in principles and methods of instruction
4. Dr. Cirilo Galvez	He was my clinical preceptor in clinical clerkship. I admire his clinical competence as a cardiologist. He taught us practical applications of treatment protocols – to be simple in approach in treating patients.

The type of role model I want to be for others (other learners)

1.  Content expert I want my students to see me as someone with authority to teach because of my expertise in the subject matter I teach.

2.   Credible I want my co -workers as well as my students  to see me as someone who knows what she is doing when it comes to evaluating my students’ performance. That I am objective and fair.

3.   Open minded I want my students to see me as someone who can be approached and willing to consider their ideas and opinion.

How I will incorporate models and mentors in my profession (as an educator)

I believe that effective role models are those whom my students can identify with. So, most of the faculty staff I recommended to be hired as lecturers in my department are alumni of the college with outstanding academic performance, specialists in their own fields and with enthusiasm to teach.

Who will be my education mentor? What would my ideal education mentor be like?

I would like my education mentor to be open to new ideas. Willing to consider opinions different from hers. I would like her also to be knowledgeable in innovative teaching methods, because I would like to introduce into my class self-directed and interactive way of learning.

Reflection for Module 3

A 12-year- old, barely teenage girl just gave birth to her 1^st child. Her 12 -year-old husband stood by her, bewildered by what just happened. This is not a “teleserye”. This is an actual scene in the delivery room of the hospital where I worked. I am called to “catch” the young mom’s healthy baby girl.  

According to the final result of the 2013 National Demographic and Health Survey of the Philippine Statistics Authority, one in ten young Filipino women ages 15 to 19 is already a mother or pregnant with 1^st child.  According to the National Statistics Office Chief Administrator Carmelita Ericta, the number of teenage mothers rose by 4.6%. Compared to the overall adolescent pregnancy rates in Southeast Asia, the average rate in the Philippines is almost twice as high. Why are Filipino women getting pregnant at such a tender age?

What are the causes of teenage pregnancy in the Philippines? The causes are varied but the common factors are low socioeconomic status, low educational attainment, family pressure, sexual abuse and media influence. Of course, the factors are different in other countries and culture. These environmental factors are found to influenced the development of early sexual engagement and promiscuity. Can this social issue be approached in terms of the learning theories? In the behaviorists point of view, learning occurs through interaction with the environment. Behaviorists believe that our responses to environmental stimuli shape our actions. When applied to the issue of teenage pregnancy, Skinner’s theory of reinforcement which emphasized that a reinforced behavior tends to be repeated may hold true. As stated by the author in a psychopathically blogspot I’ve read, “sex itself may be regarded as the as primary reinforcer and this forms the basis for the behavioral argument for teenage pregnancy”. “Bandura, however believed that it was a combination of an individual’s cognitive processes and environment that determined overt behavior (Hergenhahn & Olson, 2007)”. Albert Bandura is a social cognitivist psychologists. The theories of both Bandura and Skinner are very relevant in understanding the nature of teenage pregnancy but biological theory deserves consideration. It posits that our behavior is a consequence of our genetics and physiology. Biological factors such as gender and hormones play a significant role in shaping our behavior particularly the adolescents.

Who are the adolescents? The Responsible Parenthood and Reproductive Health (RPRH) Act of 2012 uses the term adolescents for people aged 10-19 years. The Department of Health (DOH) and the Philippine Paediatric Society (PPS) divided this period into early adolescence (10-13 years), middle adolescence (14-16 years) and late adolescence (17-19 years). What makes adolescents different? It is a stage where psychological changes measure up to biological changes. Hormonal surge brings about physical changes, sexual changes and behavior changes or “mood swings”. In some adolescents, such changes cannot be handled by the lagging maturation of cognitive control. These are processes that inhibit automatic responses and supports adaptive responses and goal directed thoughts.

The young mother at 12 yelled and cried in her labor pain, calling for her mother. I felt sad at the sight. At the same time, I wondered who is to blame for putting this child into this misery. Her genes? Her environment? The society? What will be the future of this little human being in my arms? How many are like her? The Philippines’ National Demographic and Health Survey and the Family Health Survey corroborated in their latest findings that the increasing prevalence of early childbearing is observed in all socioeconomic classes, all levels of education and in both urban and rural settings. I hope that every teacher is a practical behaviorist, cognitivist, sociologist, psychoanalyst and biologist to be able to hold up these teens before they get broken…

References:

https://psa.gov.ph content/one-ten-young-filipino-women-age-15-19-already-mother-or-pregnant-first-child-final-results

The Pregnant Teen: A Growing Problem?

https://www.verywellmind.com/behavioral-psychology-4157183

http://psychopathicallyyours.blogspot.com/2012/03/what-if-bf-skinner-and-albert-bandura.html

https://www.simplypsychology.org/biological-psychology.html

Reflection for Module 2

We have this assumption that as adults, undergraduate students are academically prepared, but studies found that many of them are struggling and underprepared. The 1999-2000 US survey of the National Center for Education Statistics (NCES, 2001), showed 32% of all freshmen in 4-year colleges and universities and 41% of community college freshmen required remedial education. Most of these students have affective problems that influence their learning. These are problems relating to feelings, moods and attitude. Actually, many of them carry “excess baggage” when they enter college like identity crisis, relationship problems and financial struggles. According to Dr. Danielle Oakley, Ph.D., former Director of Mental Health Services at University of Wisconsin, Madison, many students come to college prepared academically but not emotionally.

Emotional intelligence is the ability to understand and deal with one’s own emotions, the emotions of others, and how to appropriately act on those emotions. There are four components of emotional intelligence: (1) self-awareness (recognizing emotions); (2) self-management (expressing emotions in healthy ways); (3) being aware of others (recognize emotions in others); and (4) social skills. Dr. Oakley also emphasized that technology have significant effect on the low emotional intelligence of college students. They fail to process correctly emotions because of lack of social interaction. “We may communicate more through text, email, and social media, yet we actually talk to each other less”.  

I always assumed that when one of my students is facing difficulty in my subject, it’s always academic. I always blame their lack of self-regulation and procrastination without digging the cause of it. Little did I know that most of them have low self-esteem academically and inside, their world is falling apart. As a teacher, how can I help? Studies say that teachers should create a supportive learning environment like more structured learning activities to support their lack of self-regulation, frequent coaching to lessen their procrastination and more of positive feedback to enhance their self-esteem. Less formal teacher-student interaction will also create an open and responsive learning environment. Dr. Oakley emphasized that making or strengthening social connections can enhance emotional skills. “So many times, having a conversation with someone and getting support and validation, can relieve some of the anxiety”. Thus, it is important for the teacher to be in constant communication with the students in any form available. Supporting them emotionally is important as teaching them academically. “Emotional intelligence is associated with positive outcomes in many aspects of life” said Oakley. As a teacher, what could be more rewarding than seeing your students succeed.

References:

Smittle,P. (2003),Principles of Effective Teaching, Journal of Developmental Education, Volume 26, Issue 3, Spring, 2003 Retrieved from http://www.ncde.appstate.edu/resources/reports/documents/V26-3s…

Anderson, K . Emotional intelligence: Upping your EQ . Retrieved 6/10/19. Retrieved from https://www.uhs.wisc.edu/mental-health/mental-health-news/emotional-intelligence-upping-your-eq/

Emotional intelligence: Upping your EQ

Emotional intelligence: Upping your EQ

EDS 103 Reflection for Module 1

I am quite fascinated by the notion that unlearning is a critical element in the learning process (Lee,V. 2203). It is my first time to hear about it.  What is unlearning? A dictionary definition of unlearning is to put out one’s knowledge or memory. Another definition is forgetting our usual way of doing something so that new and better ways can replace them. Why unlearn? Why discard knowledge? Victor Rivero, the editor in chief of Ed Tech Digest, stated “what we already know may be what prevents us from knowing more”. There are two workable theories of unlearning that have been proposed. Hedberg theory (1981) suggests that the individual consciously erases obsolete knowledge in favour of knowledge that is more serviceable; a process that is considered to be different to forgetting, where the individual unconsciously loses useful or useless knowledge. The Klein theory (1989) is referred to as the ‘parenthetic model’. Klein suggests that the new knowledge sits beside the old knowledge and that the old knowledge can be dredged up if the individual returns to the old context. I found Klein’s theory to be more reasonable. We just put aside the old knowledge and can be used as reference when called for.

Unlearning can be applied in different contexts like unlearning of bad habit or bahaviour, unlearning of fear or pain, unlearning of a known principle or unlearning of a particular skill.  But what do we need to unlearn in the education process? Innovative educators believed that assumptions not anymore relevant in the era of “smart everything”- knowing everything from the internet- need to be unlearned for a real transformative education to take place.  Here are some ideas of education experts on unlearning.

According to Christopher Dede, teachers should unlearn the assumption that they are the primary source of knowledge. He also stated that students’ mastery of a subject matter is not always reflected by high scores in multiple choice tests .

For an effective tutoring, Marga Biller believed that emotional support and encouragement is more important than intellectual advice.

For Peter Hutton, educators should unlearn the use of standardized tests which gives students the wrong idea that questions always have one correct answer but in the real world, problems can have more than one answer and more than one solution to get the answer. He also emphasized that there is nothing wrong with students committing mistakes because mistakes are part of solving problems

For Jayne Everson, “teachers should unlearn the role of the authority figure, the disciplinarian, the leader, the content expert, and the grader in the classroom …….and give up the control“.

Steps on how to go through the process of unlearning have been specified by experts but in all of these the core of unlearning is understanding what had been the effects of your old knowledge, habits and previous experiences in your past decision makings. Only then can you start to unlearn.

I always thought that learning involves acquisition of knowledge, absorbing information as much as I can, ideas in my brain piling on top of one another. I guess that’s one of the first misconceptions that I’ve to unlearn.

References
Unlearning: A Critical Element in the Learning Process
https://cft.vanderbilt.edu/wp-content/uploads/sites/59/vol14no2_unlearning.htm

What is unlearning
https://edtechdigest.com/2017/07/13/what-is-unlearning/

Unlearning: A Revised View of Contemporary Learning Theories?
https://eprints.qut.edu.au/6532/1/6532.pdf References