Week 11 School Blog Post

    I consider the principles of 'Probing', 'Discovery', and 'Practice' to be among the most important principles for learning, and thus teaching, as they emphasize the student's own ability to discern the facts. The 'Probing Principle' is based upon the earliest learning process that any human undergoes. Every child who is confronted with a new object will immediately try to experience it with all five of their senses in order to determine its purpose. As one of the earliest methods of learning, it is also one of the most effective. The 'Discovery Principle' emphasizes the student's ability to absorb the material rather than the teacher's ability to present it. It involves the student in his or her own education by letting them take an active part in the process of learning. Finally, the 'Practice Principle' further involves the student by giving them tasks related to the lesson that are both challenging and within the student's ability to complete so that they can experience success using the methods they learn.

    Were I to give a simulation to a class, it would be highly relevant to the lesson, of course, and would be completable given the information the students had already been exposed to. It would be something in which the students had free reign to work as they saw fit, discovering the best methods through their own ability. They would be able to freely manipulate any variables that had bearing on the outcome of the task set to them. Finally, the simulation would be something sufficiently challenging so that the students would not become bored or disinterested, and would also feel a sense of accomplishment upon completion of the task.

Conclusion

    The three principles I outlined are highly important to students' ability to learn. In order to gain the most meaning from a lesson, the student needs to feel involved rather than like they are forced to memorize and regurgitate a series of facts. Using simulations to involve students in the process of learning is a fantastic way to engage their minds if done properly. The application would be best suited to lessons in the sciences, but could potentially be adapted to many types of lessons.

References

Crismond, D., Howland, J., Jonassens, D., Marra, R. M. (2008).  Meaningful
learning with technology. Columbus: Pearson, Merrill Prentice Hall.