Educating all students to high levels of learning

[Mark E. Weston Ph.D.]

Am investigating how to best educate each student to a level of learning that exceeds her/his aptitude and how this could be done for all students. Believe this goal cannot be attained without ICT playing an essential role but ICT alone is not enough to get there. What is your take on these issues?

[Suzanne Rogers]

I'm game.
How do you educate a student to exceed their innate aptitude? If it is possible, wouldn't said student be able to achieve it without the machinations of a program or tutor/teacher?

[Mark E. Weston Ph.D.]

That is the question I've been asking myself. According to Benjamin Bloom, a child is capable--given optimal educational conditions--of learning two standard deviations above aptitude. Challenge is how one teacher can establish optimal conditions for a classroom of students with disparate aptitudes, learning preferences, and so on.

[Jeff Branzburg]

There is a school of thought and research that intelligence is modifiable (for example, see the work of Reuven Feuerstein). Therefore, innate aptitude takes on a whole new meaning - it changes. From what I understand, Prof. Feuerstein's "Instrumental Enrichment" theory addresses this fully. See http://www.newhorizons.org/strategies/ie/ie.htm

[Mark E. Weston Ph.D.]

Thanks Jeff. Will check out Prof. Feuerstein's "Instrumental Enrichment" theory.

[Mark E. Weston Ph.D.]

Have found John Hattie's book Visible Learning (2009) to be of particular value in identifying instructional strategies with greatest potential for helping children attain high levels of learning. Are you familiar with his book?

[Katie Brosious]

Here's Adora's perspective on being challenged in the classroom. I think it's a really good viewpoint, and also offers some suggestions, from the student's point of view. Scroll to the blog from December 11th. It's also cross-posted on Ken Royal's blog. Her post shows that even though most student's wouldn't admit it, most want to be challenged. Challenging our students allows them to take control over their own education.

[Jeff Branzburg]

I think this child's perspective, although interesting, is not at all representative or indicative of children in general. That is not to say that children do not want to be challenged; they do. But the issues and challenges in motivating and dealing with children who have been much less successful in school, and therefore the methodologies in approaching them, are enormous. Adding to that children with special needs, language differences, etc., vastly increases the chasm.

[Amanda Parr]

Heard of Mobile Education?

I have been doing research for my son in high school and I have seen a post on a blog on Learning Made simple through Mobile- http://louiseduncan.globalteacher.org.au/2010/03/20/mobl21/

Was wondering if you have stumbled upon Mobl21 and if its useful.

- Amanda

[Amanda Kenuam]

Don't forget to take multiple intelligences into account: How to Put Multiple Intelligences to Work in Your Classroom

[Nathan Crawford]

I think that ICT, like all technologies, are tools, and we as educators must select the right tool for the right job. The desire to make technology as a panacea leads to sloppy practices that, at best, might entertain students but certainly will not educate them.

We must take into account the character of the learning communities within our institutions before ICT can even be implemented. This requires a concerted effort between admin and faculty to characterize the student population through targeted research. When the student population is effectively described, the decision as to which tools are most effective can be made. These choices should not be made in order to replace all tried-and-true methods of assessment but should be employed to extend learning beyond the traditional classroom.