Module 5: Reflection

I thought that Nodding’s (2006) article provided some interesting insights on how learning can be approached from a problem-solving perspective. In his discussion of constructed reviews versus textbook reviews, Nodding combines a constructivist approach to learning with more structured learning objectives. Another connection with constructivism can be found in Noddings’ recommendation for teachers to present their students with problems that may not be able to be answered correctly. This seems to align with Vygotsky’s zone of proximal development in its recognition of the need for the student to contend with material that may be just out of their reach. Dan Meyer’s video on math classes also highlighted this point. I was especially intrigued by Meyer’s statement that society is conditioning us to be impatient with irresolution. I agree that, most of the time, individuals are looking for a quick solution to a problem so that they can move on to the next one (or tackle numerous problems at once, in the case of multitasking). But by doing so, are we losing out on fully developing the skill of persistence?

Generally speaking, I have found that I am a much bigger fan of “uni-tasking.” I identified with Bregman’s example of trying to send the same email three times just to get it right. However, I also agree with Silverman that multitasking is simply a fact of life for many people, especially those in higher positions. Rosen’s (2008) article on the myth of multitasking seems to get at the idea that, just because we can multitask does not mean that we should. Rosen brings up James’ point of view on attention and multitasking, which aligns multi-tasking with the native reactions of the child. While I think James would acknowledge that multi-tasking is a natural urge that humans have, I think that he would argue that undivided attention is best for optimal connection and absorption of the materials.

Another important area of problem solving is creativity. As discussed by Pretz, et al (2003), without some creativity, it becomes difficult to see problems and alternative solutions outside of those typically done in similar situations. In our automaticity of thought, it is very easy to fall into a routine of soliciting a given response for previously experienced circumstances. However, the problem solving approach would argue that individuals must be more mindful of situations if they hope to see new solutions.

Metacognition, problem solving, self-regulation and multi-tasking get at the learner’s need to be aware of their own process. Metacognition and problem solving both put the focus on being more mindful of how we process and categorize information. Allowing for perception of material in new ways and allowing oneself to deeply engage in the material are key components of both ideas. Self-regulation and multi-tasking have to do with the ways in which individuals carry out their learning goals. Multi-tasking focuses more in efficiency in processing information or task completion, while self-regulation focuses more on the skills utilized to process information or complete the task.

References:

Kegan, R. (1994). In over our heads: The mental demands of modern life. Cambridge, MA: Harvard College Press.

Noddings, N. (2006). Critical lessons: What our schools should teach. Cambridge, England: Cambridge University Press.

Pretz, J. E., Naples, A. J., & Sternberg, R. J. (2003). Recognizing, defining, and representing problems. In J. E. Davidson & R. J. Sternberg (Eds.), The psychology of problem solving (pp. 1-30). New York: Cambridge University Press.

Rosen, C. (2008). The myth of multitasking. The New Atlantis, 64, 105-110.