This model brought to mind a faculty meeting that I attended last month when a welding instructor talked about how he taught logarithms to his students everyday but he never called them logarithms and because the students are actually using the math, they are not scared of it and they are able to apply it and use it.
This model also has the most personal appeal simply because I have always learned best by doing, not necessarily by abstract application of material. While this model works extremely well in concrete apprenticeships it also works well in more abstract arenas like experiential education. At the same time I can see the connection with project-based learning when even in a controlled setting, the student gets to apply the concepts - similar to our projects that we work on in this course.
In my mind, apprenticeships, internships, mentor-ships, etc are all an essential piece of the educational process. In this day when jobs are not easily come by, they offer the student an opportunity to build a skill set that is more applicable to what they will face, and the ability to demonstrate those skills.
So...how will I incorporate this? Hmmmm, to be honest, I am not sure but I can say that this feels instinctively like the next step in my journey.
4 comments:
It is much easier for me to learn a new skill or information when one, I am interested, and two, I can apply it to some part of my life. I agree wholeheartedly with your statement that apprenticeships and internships are an essential part of education. My experience with internships began in college and I've enjoyed every bit of it. I think professional experience and skills acquired such as communication, etiquette, and project management are translatable to most jobs. Internships are great for building expertise and exploring interests. I would like to see these opportunities become more prevalent at high school or even middle school levels. They can be in shorter duration but at least young students can gain exposure to real world situations for a richer, more reflective learning experience.
Ginny -
I agree wholeheartedly. When I think about certain things I tried learning without context that never stuck, like statistics!!!! Oh how I hated that course when I saw no reason why I would use it. But once I started understanding when and how I would use it, then it started to make sense and I started actually liking it. Well, that may be too strong a comment but I do understand it and I am able to use it.
I really think the Senior Project is a good program that incorporates a lot of what you are talking about. I agree that there needs to be more of these opportunities spread throughout.
I definitely agree that a view into the real world applications of the curriculum at a young age makes all the difference. I remember being bored with having to sit through yet another class on cellular biology - but when I had a chance to visit an actual lab where they were running DNA gels to see how cellular characteristics were important for coming up with ways to treat heart disease - that made me more interested in knowing more about cellular biology.
I enjoyed reading your post this week. You are so right in saying that Apprenticeships and internships are essential to learning. Students tend to learn more deeply when they can experience it and develop heart knowledger rather than just get head knowledge. I, too, would love to incorporate this model into my curriculum to help students more fully grasp the information.
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