By Kate Tyrwhitt July 2009 The Integral Learning Theory applied in Teaching Religious Education ‘ Tree of Knowledge’ sculpture by Kate Tyrwhitt , bronze, 1991.
Jan 31, 2016
By Kate
Tyrwhitt
July 2009
The Integral Learning Theory
applied in Teaching Religious Education
‘ Tree of Knowledge’ sculpture by Kate Tyrwhitt , bronze, 1991.
There are many ways of knowing and therefore learning something. The way of learning that supports this view that we know in many different ways is the “Integral Learning Theory”.
The theory is based on Ned Hermann’s Whole Brain Model of Processing.
Background
Reference:
CEO handout for
Graduate
Certificate of
Religious Education
Methodologies
course “Outline of
Methodologies”
2009.
http://
www.alsi.net/
Learning/
HERMAN.gif
The Theory
To me this looks quite sectionalised-broken up into equal and neat parts when actually the brain is a lot more organic in its appearance and function. Having said that it illustrates his theory well.
A closer look at the “Whole Brain Model”
Contemporary teaching practice uses ideas such as De Bono’s thinking hats and Gardner’s Multiple Intelligences. Ned Hermann’s view is dichotomous-splitting the brain into two hemispheres with different ways of knowing on each side.
Howard Gardner of Harvard has identified seven distinct intelligences. This theory has emerged from recent cognitive research and "documents the extent to which students possess different kinds of minds and therefore learn, remember, perform, and understand in different ways," according to Gardner (1991). http://www.tecweb.org/styles/gardner.html accessed 11/7/09.
“Powerful learning happens when all modes of processing (all of our thinking selves) are stimulated and integrated regardless of personal thinking style.”*
Reference:
*“Outline of
Methodologies”
in Graduate
Certificate of
Religious
Education-
Methodologies
course 2009.
Multiple Intelligences
Alternative approaches such as the Transmission approach may look more like this: Loading or transferring information into the learner. Teacher to student.
The cogs
represent a more
interactive and
fluid relationship
between the
different ways of
knowing and the
ordered
safekeeping part
is in a box yet
feeds into this
integrated model.
A different way of showing Hermann’s Whole Brain Model of Processing
Ordered/Safekeepin
g
Atkin points out that the Constructivist teacher’s role is different. “The role of the teacher is to decipher what meaning, what ‘mental models’ the learner is already thinking with and then to design experiences and ‘nudge’ processing so that the learner’s ‘mental models’ are challenged, enriched, expanded and elaborated.” (Atkin, J, 2000, p. 4)
Reference:
Atkin,J; “An
Outline of
Integrated
Learning” 2000,
Harden-
Murrumburrah,
NSW.
Seeing as a class will contain students that possess a variety of ways of thinking and knowing a teacher using the Integrated Model will deliver the Religious Education Curriculum by using established knowledge, intuition, imagination and creativity.
The Integrated Model lends itself well to the 21st Century classroom where ICT’s are immersed in the curriculum. The students may use digital media to reflect on significant cultural events. See the Voicethread of “World Youth Day” on my class blog form last year: Year 2/3KT.
http://kateteaching.edublogs.org/year-2-and-3kt/class-news/
http://www.twb.catholic.edu.au/RelEd/lo/index.html
Digital Learning Objects allow interactive game like resources to engage students in various topics. Many topics overlap with different curriculum areas such as SOSE, Science and RE in Wind Farms: Pros and Cons. Which is on the 6MS tab of my teaching blog.http://kateteaching.edublogs.org Students can then make a comment on what they have learnt or just communicate their ideas with their peers and on a blog page that is not protected ; the world! Suddenly the students have a voice that is heard by a global audience which is a powerful motivator for students.
Atkin, J, Dr, 2000, “An Outline of Integral Learning”, Harden-Murrumburrga, NSW from http://www.sacsa.sa.edu.au/index_fsrc.asp?t=LL&ID=K2.2B accessed July 2009.
Atkin, J, Dr,1997, “Enhancing Learning with Information and Communication Technologies”, Harden-Murrumburrga, NSW from http://www.learningtolearn.sa.edu.au/Colleagues/pages/default/atkin/?reFlag=1
Catholic Education Office Adelaide “Outline of Methodologies” in Graduate Certificate of Religious Education-Methodologies course handouts 2009.
http://www.alsi.net/Learning/HERMAN.gif for Ned Hermann’s diagram of the Whole Brain Model of Processing.
The Learning Federation: Scootle; Wind Farms Pros and Cons http://www.scootle.edu.au/ec/viewing/L898/index.html LVBDOQ accessed July 2009.
My Teaching and Learning Blog: Tyrwhitt, K, 2009, at http://kateteaching.edublogs.org
Go to Curriculum tab>Religious Education sub page>links and Power Point Presentation uploaded onto this blog. Comments welcomed!