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Forum: Forum 3 (Module 5)
Prompt: After completing your assigned reading, discuss at least 1 of the following:
What can teachers do to prevent students from having too much homework? What type of
planning is required? Are there implications for staff planning time?
In what ways can technology contribute to meaningful learning?
The text describes 4 phases of learning. Is it possible to have the 4 phases of learning
within 1 class setting? Would this be desirable? Why or why not?
Submit your thread by 11:59 p.m. (ET) on Thursday of Module/Week 5 and your replies by
11:59 p.m. (ET) on Sunday of the same module/week.
The text describes 4 phases of learning. Is it possible to have the 4 phases of learning
within 1 class setting? Would this be desirable? Why or why not?
Post:
Van Brummelen asserts, God has created us as complex beings, and thus we learn in
complicated ways (Van Brummelen, 2009, pp. 107). I selected to write on the 4 phases of
learning that reflects the basis of an educator’s experience and reflection of research. Our
textbook gives two aspects of learning. We first build on our experiential knowledge,
explore a new topic informally or carry out an investigation. A second facet about which
much has been written is the fact that students learn differently (Van Brummelen, 2009,
pp. 109).
Also, I must mention the learning style that’s been applied to the classroom. Learners who
perceive information concretely and process it reflectively are called intuitive learners;
involved in their learning (Van Brummelen, 2009, pp. 110). Learners who perceive
information abstractly and process it reflectively are considered intellectual or analytic
learners; they are interested in concepts and ideas (Van Brummelen, 2009, pp. 111).
Learners who perceive information abstractly and process it actively is called
implementing learners; they revel in hands-on experiences and in solving real-world
problems (Van Brummelen, 2009, pp. 111). Finally, learners who perceive information
concretely and process it actively; they are people of action who prefer to let their own
ideas take flight (Van Brummelen, 2009, pp. 111).
According to Van Brummelen, the first phase of learning attempts to make the learning
that is to take place personally meaningful (Van Brummelen, 2009, pp. 114). In this phase,
an educator is setting the stage (preparing) their students by encouraging students to
react, to express feelings, to make suggestions, and draw their own conclusions (Van
Brummelen, 2009, pp. 114). The second phase of learning is presenting precise well-
organized instruction (Van Brummelen, 2009, pp. 114). It’s called disclosure that builds
on the students’ experiential knowledge gained during the first phase. The third phase is
reformation (practicing) which students demonstrate the concepts integrated into their
conceptual schema. This means students have fitted the pieces into their conceptual
framework and they can respond in their own way to what they have learned (Van
Brummelen, 2009, pp. 118). The final phase is transcendence (purposeful responding),
which is the rhythm of learning, is transcendence (Van Brummelen, 2009, pp. 119). Also,
in this phase, students move beyond and rise above disclosure and reformulation. During
this phase, students may respond to what they have learned in deeper and creative ways
(Van Brummelen, 2009, pp. 111).
In my opinion, it would be impossible to have the 4 phases of learning within 1 class
setting and nor will it be desirable. As an educator, we will need to meet the need of each
student and recognize each student learning style. Some students will learn quickly ad
some will not learn as fast. Although, some students will learn quickly and some will not
learn as fast, we have to allow each student to go through each phase effectively.
Van Brummelen, H. (2009). Walking with God in the Classroom: Christian Approaches
to Teaching and Learning. 3rd ed. Colorado Springs, CO: Purposeful Design
Publications.
Slavin, R. E. (2015). Educational psychology: Theory and practice – With access 11th
ed. Upper Saddle River, NJ: Pearson.
Replies:
Response to
Thank you for sharing your thoughts on technology in the classroom. I found your thread
to be interesting, and it contained a vast amount of information to consider. Technology is
advancing fast in our society today. In my city, fiber optic lines are being installed to
increase the speed to access the Internet. In my opinion, having a faster connection will
add more learning time in the classroom.
According to our textbook, our students are part of a world that cannot function without
technology. Therefore, we must familiarize our students with common technologies and
enable them to use those technologies in appropriate ways (Van Brummelen, 2009, pp.
133). In my assessment, this will avoid the misuse of technology and students can use
technology to it’s full potential.
Support classes will help students enhance their knowledge of technology. As educators,
we first have to understand the use of technology and learn how to incorporate it into our
classrooms. In school settings that do not offer support classes, we as educators can teach
our students the fundamentals of technology and guide their learning process. Also, our
textbook adds, As a Christian teacher, therefore, you consciously strive to forge your
Our textbook asserts, practice or review spaced out over time increases retention of many
kinds of knowledge. It implies that reviewing and recapitulation important information
from earlier lessons enhances learning (Slavin, 2015, pp. 177). In my opinion, this can
help reinforce our students learning process. In addition, homework can provide a means
for parents to become constructively engaged in their children’s schooling (Slavin, 2015,
pp. 178).
classroom into a learning community in which students experience the richness of living in
a caring and supportive but also challenging environment.
Response
I enjoyed reading your discussion board post and thank you for sharing your thoughts and
discussion on the debate of homework. I value your suggestion of a teacher using
seatwork and independent practice time as a time for students to homework. I have to
admit; I have obtained many great suggestions form our discussion board posts that I can
use in the classroom. Although, I am not working in the classroom at this time but I will
keep these suggestions in my little black book.
Also, in response, to your cited text, concerning the effects of homework seems to be
according to the students’ age level. As educators, we need to avoid assigning excessive
lengthy or boring homework assignments that can actually be detrimental to learning and
motivation (Slavin, 2015, pp. 177). In other words, as educators we have to use
appropriate age guidelines for our elementary students versus our secondary level
students’.
