DOING
"Learning to do by doing"
Montessori's Maxim
Montessori's Maxim
Learning by Doing
Some guidelines think and reflect on learning by doing and how it can be applied in various situations at home ,school or at work.
“Give the pupils something to do, not something to learn; and the doing is of such a nature as to demand thinking; learning naturally results.”
John Dewey
Learning by doing usually takes place 'on the job' as apprenticeship and rarely in the classroom, but It is not sufficient simply to have an experience in order to learn for without reflecting upon this experience its learning potential is lost. Thoughts that emerge from this reflection generate conceptual generalization that enables new situations to be tackled effectively. To change behavior it is not sufficient simply to learn new concepts This learning must be tested out in new situations. Neither is it enough just to do or think. Learning from experience must involve interaction between the doing and thinking.
Learners must be involved in an active exploration of experience to test out ideas and assumptions rather than just practice passively. Practice is important but it should be enhanced by reflection and not take experience for granted The experience must matter to the learner so that he is committed to the process of exploring and learning and have scope to think independently. Teachers have an important role in devising appropriate experiences and facilitating reflection.
Experiential learning is not the same as 'discovery' learning. Learning by doing is not simply a matter of letting learners loose and hoping that they discover things for themselves in a haphazard way through sudden bursts of inspiration. The nature of the activity has to be carefully designed and structured by the teacher within which learning takes place.
Doing and Active Learning
The only way a skill is developed—skiing, cooking, writing, critical thinking, or solving mathematical problems—is practice: trying something, seeing how well or poorly it works, reflecting on how to do it differently, then trying it again and seeing if it works better
There are two important reasons why learning by doing isn't our normal form of education. First, it is quite difficult to implement for how can we teach say, history by doing? What does it mean to teach literature by doing? In many cases, it is difficult to define what doing might mean with respect to a given subject and to attempt to implement a realistic sense of doing in a classroom setting.
Doing experiments
Doing experiments as in the sciences - physical, biological or social - in a controlled environment.
Testing by doing
Testing our ideas, concepts and understanding by doing; practicing and mastering skills - manual, verbal, intellectual and artistic.
Some guidelines think and reflect on learning by doing and how it can be applied in various situations at home ,school or at work.
“Give the pupils something to do, not something to learn; and the doing is of such a nature as to demand thinking; learning naturally results.”
John Dewey
Learning by doing usually takes place 'on the job' as apprenticeship and rarely in the classroom, but It is not sufficient simply to have an experience in order to learn for without reflecting upon this experience its learning potential is lost. Thoughts that emerge from this reflection generate conceptual generalization that enables new situations to be tackled effectively. To change behavior it is not sufficient simply to learn new concepts This learning must be tested out in new situations. Neither is it enough just to do or think. Learning from experience must involve interaction between the doing and thinking.
Learners must be involved in an active exploration of experience to test out ideas and assumptions rather than just practice passively. Practice is important but it should be enhanced by reflection and not take experience for granted The experience must matter to the learner so that he is committed to the process of exploring and learning and have scope to think independently. Teachers have an important role in devising appropriate experiences and facilitating reflection.
Experiential learning is not the same as 'discovery' learning. Learning by doing is not simply a matter of letting learners loose and hoping that they discover things for themselves in a haphazard way through sudden bursts of inspiration. The nature of the activity has to be carefully designed and structured by the teacher within which learning takes place.
Doing and Active Learning
The only way a skill is developed—skiing, cooking, writing, critical thinking, or solving mathematical problems—is practice: trying something, seeing how well or poorly it works, reflecting on how to do it differently, then trying it again and seeing if it works better
There are two important reasons why learning by doing isn't our normal form of education. First, it is quite difficult to implement for how can we teach say, history by doing? What does it mean to teach literature by doing? In many cases, it is difficult to define what doing might mean with respect to a given subject and to attempt to implement a realistic sense of doing in a classroom setting.
Doing experiments
Doing experiments as in the sciences - physical, biological or social - in a controlled environment.
Testing by doing
Testing our ideas, concepts and understanding by doing; practicing and mastering skills - manual, verbal, intellectual and artistic.