How we learn guides how we teach

I came across a section of a book I use from time to time which had the same subtitle as the subject line of this post. It makes perfect sense and yet we ignore that reality on an all-too-frequent basis. Most kids will not learn for learning's sake. Rather, they must see some relevance in what you are asking them to do. For example, having them read the text for no other purpose than to define key terms will not likely lead to real learning or understanding on the part of the student (if they complete the reading at all). Case in point: 2P history students find a term, don't read a single word or sentence that preceded the term, then proceed to copy down the sentence that follows the key word. The words they copied had nothing to do with the word's definition. Certainly not restricted to 2P kids. The alternative is to include the reading as part of a larger, more interesting task. For example, students have to create a skit that highlights one aspect of how Canadians participated in the home front effort during WW1 or WW2. Each of the teams is assigned a reading and is given a graphic organizer. In addition, the teacher requires that the key terms be used in the skit's dialogue. Once the skit is finished, students must explain the terms and how they were represented in the skit. The skits could be followed by a whole-class debriefing or a jigsaw to help students create organizers for each of the topics. Student-centred learning isn't difficult to implement; however, teachers need to let go of the notion that just because they say it, doesn't mean the kids listen or understand. Teaching is not simply telling.

Renewal

I am really going to try to use cooperative learning more consistenly next semester. I also need to return to a more student-centred approach. I feel like a first-year teacher right now. Starting to read Kagan's Win-Win Discipline book and having a look at Marcia Tate's management book too.

It doesn't matter how interesting the topic is; unless kids are active in their learning, their eyes glaze over. Fewer topics and more tasks. I think it's also important for kids to understand why they are taking courses like history. I haven't really paid attention to the career link to history, but I think that might be something to spend at least half a class on next semester. Current events will also be more important in my classes next semester.

Similarly Discouraged

I have just recently run into a similar problem with my Civics class. I have started marking the test they just finished and 6 out of 7 tests I have marked have failing marks. My problem is also compounded by the fact that many of the students in the class have unfinished assignments.
I am going to try a little bit of a different approach to this problem. It seems to me that many students get bogged down when they have to do the same old mundane tasks. I am going to try to use technology to spark a little life into their work. When teaching the Civics class one of the class assignments is to create the "Citizen's Handbook" which is a writing assignment that requires the students to write a journal-like entry on a question related to the course material. One of the difficulties I have with this assignment is getting students to truly think critically about the issues they are studying in class. I am going to try using a blog entry to shake things up a little. Instead of having students write out a formal document I am going to have them blog their ideas and try having them comment on each others ideas. Kind of like an online debate. Hopefully this sparks some more interesting discussion on the ideas. Maybe once I have flushed out all the ideas, then I can have them write a more thought provoking paper.
Worth a try, I have nothing to lose!