Learning to Learn
Learning comes in many different ways and in many styles. Some students prefer to learn by means of communicating and observing, others by exploring and hands-on, while many enjoy lectures. Our classrooms are very diverse and being able to accommodate many of these learning styles without compromising the learner perspectives is increasingly important as we try to create an environment conducive to learning. To that end, I conduct my classes as inclusive as possible yet having high expectations of all students. I try to employ all kinds of delivery methods in order to include the varied learning styles when I present the material. For instance, I lecture, I get the students in cooperative groups and have them communicate mathematics in both written and oral language. In a sense I integrate multiple pedagogical methodologies to enhance learning. Papert (1993) criticizes the lack of term when referring to learning. Colleges and universities make explicit connections to the art of teaching and collectively call it pedagogy. Although pedagogy is important, preferred attentions should be given to the learners. After all, the learners are the ones who benefit, or not, from the information presented. Effective way to communicate the material is also essential to the learning outcome. What is it that we, as educators, are trying to convey in order to engage all participants as active learners? This is, in my opinion, the fundamental question that all educators should incorporate in their learning objectives if capitalizing the learning experience is a priority. Much of this can be accomplished if increased attention is given to problem solving.

Interestingly enough, Papert (1993) made mention of George Polya. In his book, How to Solve it, Polya (2004) makes reference to four steps for problem solving that are integrated in mathematics and can be integrated in other subjects. These steps are: 1) understand the problem, 2) devise a plan, 3) carry out the plan, and 4) look back (Polya, 2004). As the National Council of Teachers of Mathematics advocates the importance of problem solving in K-12 curriculum, teachers need to consider implementation of Polya’s steps and how they can help improve the desired outcomes. Students often fail to complete a task, be it in mathematics or not, simply because they try to “solve the whole problem all at once” (Papert, 1993, p. 86). Considering all these theoretical approaches to teaching and learning, imagine the how much learning would occurs if technology were incorporated as well. Hence, when we think of information processes and the use of technology to enhance teaching and to improve learning the options are limitless. In an age where technology plays an important role in learning and dictates methodologies in teaching inclusiveness of all learning styles, it is imperative to make learning a primary goal regardless of whether or not there is a term that describes it.

[References]
Papert, S. (1993). The children’s machine: Rethinking school in the age of the computer. New York, NY: Basic Books.

Polya, G. (2004). How to solve it: A new aspect of mathematical method. Princeton, NJ: Princeton University Press.