EDS 103 finale: Snippets of EDS 103 learning

To tell the truth, I am happy that I had EDS 103 for my first course in this program. I feel that I have been fully enriched and improved by it. I was always excited to find out what will come next, or what the next module will be about. I remember my first formal teaching post, I missed my job every weekend, and I wished it was already Monday so I can go back see my students….

…but no class is ever like this with any adult, let’s be real. But it is close, and I am happy to report that I feel like I have grown as a teacher because of the theories I have learned here. I find myself talking about it with my coworkers, I plan to give trainings based on new theory concepts I learned, I ask my coworkers to pitch in and tell me how the ideas are correct in their practice, and how it does not apply in their situations.

Growth was with me every step of the way, and I almost physically stretch me every week—by now I feel like six feet tall.


To be more specific, I would say that as much as I savored every new grain of thought, I continue to ponder upon behaviorism. Not surprisingly, it is the most relevant to my practice as I deal with preschool children. While I stand by my conviction to avoid extrinsic rewards, I wonder if none of the teachers know about the faults of a “token economy” I discussed in my previous post “Sticker-stingy” (https://glenbanal.wordpress.com/2015/10/01/eds-103-module-3-sticker-stingy/). Why continue to reward even if it’s become obvious that the reward has stolen the spotlight? Have some of us failed to receive Pavlov’s memo? Or, did I miss a new memo?


The Sousa article about the importance of prime time and how learning is affected by down time (Sousa, n.d)…. One that I will never forget. Not that it was memorably written, but it has a huge impact to me. Perhaps it is because it was closest to home, and in my school it is something that all of us continue to struggle with. I have not stopped talking about it with my coworkers and I was telling about it to anyone who wishes to listen. From then on, I swore no more tired and bored students, and yes to better classroom management planning.


I was especially inspired by the constructivism school of thought in education. As Piaget rebuilt our confidence on students by suggesting that a learner and his or her prior knowledge can be responsible for assembling knowledge out of information, then they can be largely responsible for their learning (Piaget, 1936). This has reintroduced active learning to me, and I am sure to attempt to steer my classes towards a more learner-centered approach, where my students will become stakeholders in our learning community. Students, no matter how young they are, can be and must be a part of their growth, as much as of our own. As I continue to use Vygotsky’s ZPD in considering learning curves and scaffolding, his concepts were indeed very helpful in the quest to better understanding of learners (Vygotsky, 1934).


There were knowledge that has been articulated in my study of this course, and there were some that were brand new acquisitions. It is not as much about the amount of modules read, or the volume of journals added in my mental education folder (See “Folderize your brain” post, October 13, 2015), but the way I have directed my learning. The epistemology of my learning, to me, is based off of how these will reflect in my teaching practice. Sure, several students have expressed how excited the course has gotten them, and how they plan to remember all of it, but like what Schunk (2000) said, what good does a piece of information has if it is not about to move away from the book to the drawing board? It is not considered learned until it has been practiced and then, to borrow from the latter, enduringly changed behavior (Schunk, 2000).


I love map reading in my free time, and EDS103 gave me my first map. Ah, so this is Lifelong learning.

Banal, G. (2015 October 1). Sticker-stingy [web log post]. Retrieved from https://glenbanal.wordpress.com/2015/10/01/eds-103-module-3-sticker-stingy/

Sousa, D. (n.d.) Primacy-recency effect. Retrieved from https://www.lancsngfl.ac.uk/secondary/math/download/file/How%20the%20Brain%20Learns%20by%20David%20Sousa.pdf

McLeod, S. A. (2015). Jean Piaget. Retrieved from http://www.simplypsychology.org/piaget.html

Dahms, M. et. Al (n.d.) TheEducational Theory of Lev Vygotsky: an analysis. Retrieved from http://www.aiz.vic.edu.au/Embed/Media/00000023/Article-The-Educational-Theory-of-Lev-Vygotsky.doc

Phye. G. (2004). Learning. Encyclopedia of Applied Psychology. (Vol 2. p. 520). Retrieved from http://www.perl.hs.iastate.edu/sites/default/files/uploads/projects/carver/learning.pdf

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