I
had another awesome drawing class!
It
is ADLT 606 Design and Deliver of Adult Learning Programs. Our topic today is
the dialogue education, which is based on the reading assignment of On Teaching and Learning by Jane Vella.
We were asked to discussion the concept, the meaning and the effect of Dialogue
Education in groups and then visualize the ideas.
My
group discussion went pretty good. Thank to the ladies in my group who brought
their work and life experience to demonstrate the concept, I got a deeper
understanding of it. Also, we shared our comments about what we had read.
Compared with me, they focused more on the bigger picture, but not just one
step or one part of it. I was very inspired. We combined our interpretation of
dialogue education in the picture.
This
is the picture designed by my group. Different colors are used to represent
different people in the learning process, green for students and purple for the
teacher. It is a learning journey with
the participation of both the students and the teacher.
First,
as shown in the first picture, it’s the teacher’s responsibility of assess the
learning needs and resources and create the structure of the learning according
to the seven steps (Who? Why? When? Where? What? What for? How?). Then,
according to the second picture, the teacher brings the structure to the
students, engaging them into the learning process. But his or her role in is
stage is a facilitator who provides the outside environment of learning. Once the
students are involved, they should be able to ask questions, share the doubts,
discuss about them, seek for the answer and finally learn what they think they
should learn. The teacher need to get out of the learner’s way of questioning
and exploring, and pray for doubts which lead to knowledge. When the students
being spontaneous and creative, learning takes place. It
is just like the students generate the electricity and power themselves on.
That’s the idea in the third picture. Also, in the book, Vella mentioned a lot
about Freire’s idea of “to build a world n which it is easier to love. By
making the change in one’s learning experience, we hope that it may have a
positive impact the general.
I
like our pictures a lot, which shows the whole process of learning, from the
very beginning of design to the final impact of the world. It was of great help
in clarifying the concept. The picture of another group, which took a totally
different approach, was equally impressive.
Here is the picture. By they way, l love the pink L so much!
Basically,
this procure demonstrates 3 kinds of learning situation. In the right-top
corner, the learner receives a lot from the teacher, while respond relatively
less to the teacher. But still, there is a feedback. In the right-down corner,
the learner enjoys an equal status and voice with the teacher in the learning
process. In the left-down corner, there are many learners in one learning
environment. The voice comes from the teacher, and then goes around among the
students, and finally responds back to the teacher.
I
feel like that this picture is an in-depth analysis of the second step of our
pictures, where the teacher presents the structure, engages students in, and
let them learn. My understanding of these 3 kinds of situation is not a concern
of one-to-one or one-to-many situation, but the different level of dialogue
education. To me, dialogue education is very similar to learning-centered
education, where the learner’s active role in the learning process is emphasized. So that the first situation is the primary
stages of dialogue education, where the learner begins to have a voice, which
is not very strong yet. There is still a touch of banking education in this
stage, since the teacher has a dominant voice.
In the second stage, the role of the teacher and the student is
balanced. It’s an equal communication. More power is entitled to the students,
and less shadow of banking education is left. Then, in the third stage, the
students act as the central role in learning, which the teacher just provide
the structure, lead them in and learn from them. It should be the ideal dynamic
that dialogue education tries to achieve.
As I
perceived, dialogue educations is a great example of the humanist approach. It
emphasizes on the role of the learners themselves. They should have the right
to choose what they want to learn. Also, it combines the cognitive approach. In
the F concepts, “Fusing” means that the new knowledge is supposed to build on
the old ones. All the elements will fuse together into meaningful learning.
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