Learning to Unlearn

While reading the chapter, Learning to Learn in our book, I started to think about how the classrooms I've been in have all been set up.  Many were the classic rows upon rows of desks with chairs with the chalkboard or whiteboard up at the front.  Sometimes the desks were grouped into groups of three or four to promote student interaction.  Nevertheless, in the chapter, it talked about learning to unlearn the traditional ways of arranging a classroom.  Just by simply rearranging the classroom in a different way may increase a student's ability to learn better, concentrate better, or interact better in the environment.  Also, teachers tend to think that all the information that needs to be taught to a class come from textbooks.  This is not necessarily the case.  In their article entitled, "Learning to Unlearn: Transformative Education in the City", Mieka Ritsema, Barbara Knecht, and Kenneth Kruckemeyer all explain how the outside world in general (and cities most specifically) can be a great tool for teaching students a lot about what they need to know.  This can shatter a traditional barrier for teachers in the classrooms, and would perhaps better interest the child because a city can be very relatable.

Not only does learning to unlearn apply to the arrangement of the classroom, but it also applies to the ways the student learns.  In order for the student to change (or in this case: unlearn) the way they learn, there are three types of knowledge they must develop to enhance professional growth.  The first knowledge is knowledge for practice. An example of this is when a trainer shares information that educational researchers have produced, more so like a "sit and get" experience than anything else.  This lays the groundwork for gaining expertise and gives you something to share in networks and communities.  The second knowledge is knowledge in practice.  It recognizes the importance of educator experience and practical knowledge for improving practice.  In other words, the knowledge of practice is the "try it out and see if it works" phase of knowledge construction.  The only way to acquire this knowledge is through experience and a type of trial and error.  The third knowledge is knowledge of practice.  This knowledge suggests a "systematic inquiry" in which teachers and leaders rethink their studies and how they can improve them.  They are constantly asking questions about their new understandings.  This allows for students and teachers alike to expand their knowledge to surpass that of the classroom setting and think outside of the box, so to speak.  By learning to think with this process, it will better help us to unlearn what needs to be unlearned.  We must reevaluate everything we need to better acquaint ourselves with in the future for the students, as well as for ourselves as the teachers.

All in all, though, I believe that because our world is so rapidly improving itself with technology and information, that we have to constantly stay moving and keep revamping the way we do things.  Technology is not going to wait up for us while we figure out what we want to do.  We have to stay up to date with different technology, different techniques, new and improved products that will help us to be better teachers. That is why unlearning what we already know to learn about the new stuff that we need to concentrate on is a good idea in this society today.