Perception in Learning

Now that I understand that learning consists of many techniques I can develop this idea further to consider how this is affected by individual perception. Perception is a factor in learning that can make it engaging, difficult or even easier. In this blog post I will be considering; What is perception? How can I use perception to increase engagement? What skills come with learning in a perceptive way?

To begin with perception can be described in two ways; being ​aware of things through ​physical​ senses and also by a belief or opinion (Dictionary.cambridge.org, 2016). Within my classroom I hope to consider both. I want to understand the way the physical environment helps stimulate learning and also how the pupils perceive and are engaged with the learning. Perception is personal to the individual as no one can perceive what they can perceive. From a rhizomatric viewpoint, perception can be used to expand and contradict ideas and learning, causing more branches to form and more experiences to be drawn upon to prove and disprove ideas.

Using perception tricks while teaching causes a sense of disbelief and wonder. It gets children to investigate and ask how. It also increases their attention to keep the lesson fresh and engaging. For example, if I was to tell my pupils that I was going to tell one lie in the next hour and if correctly guessed a prize would be given (Wheeler, 2016). The children will undoubtedly focus their attention on me for the full hour, waiting to catch me out, unaware that the lie that I told was that I was going to lie.

There are many skills used in perceptive learning including thinking outside the box, problem solving and creativity. Children should be pushed to evolve these desirable skills as they can be moulded for use across the curriculum and throughout life.

I have been set a task, the task is to design an imaginary seminar room for the use of BEd Primary Education students. I will be looking into how to create a powerful learning space with the lectures and seminars I have attended.

References 

Dictionary.cambridge.org, (2016). perception Meaning in the Cambridge English Dictionary. [online] Available at: http://dictionary.cambridge.org/dictionary/english/perception [Accessed 8 Feb. 2016].

Wheeler, S. (2016). Perception.

What is Learning?

When first asked this question by my lecturer (Wheeler, 2016), I instantly came up with the definition of ‘To study, be told or experience something that makes you retain new knowledge or skills’. Over the following two hours I realised how big this question actually was, despite the fact that I have been learning throughout my entire life.

There are three behavioral techniques which break apart my simple definition of learning. To explain this in its most basic form; Behavioural, Cognitive and Constructionism all share the idea of having a stimulus and a response (Pavlov, Gantt and Folʹbort, 1928). In my interpretation, the stimulus is a book, teacher, webpage or a life learning experience and the response is new understanding in either skills or knowledge. However, by only looking at these three theories, it is possible to create an abundance of different ways learning can be explained. Therefore making my initial definition too basic yet transferable to all three theories.

The concept of learning can be expanded through the Rhizomatic viewpoint. A rhizome is a plant that has a vast network of roots underground that spreads as far as it can (Cormier, 2011). This can be transferred to the idea of learning by interconnecting understanding, using multiple resources and ability to be modified according to needs (Deleuze and Guattari, 1987). I found this an entrancing idea with the added wonder of no boundaries and no one starting point of where the learning could begin or end.

To conclude learning is an unmistakably huge topic with different techniques and variations that all have their positive and negative attributes. Learning is also adaptable. Adaptable through time. Adaptable to the teacher. Adaptable to the learner.

References

Deleuze, G. and Guattari, F. (1987). A thousand plateaus. Minneapolis: University of Minnesota Press.

Wheeler, S. (2016). Pedagogy.

Cormier, D. (2011). Rhizomatic Learning – Why we teach?. [Blog] Dave’s Educational Blog. Available at: http://davecormier.com/edblog/2011/11/05/rhizomatic-learning-why-learn/ [Accessed 1 Feb. 2016].

Pavlov, I., Gantt, W. and Folʹbort, G. (1928). Lectures on conditioned reflexes. New York: International Publishers.