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The Learning Cycle: Insights for Faithful Teaching from Neuroscience and the Social Sciences
How teachers teach is not necessarily how learners learn. Educators focus on content delivery, but much of the learning process involves affective and behavioral factors. Veteran educators Muriel and Duane Elmer provide a holistic model for how learning takes place. Their learning cycle moves beyond mere recall of information to helping learners value and apply learning in ways that are integrated into behavior and practice. With insights from neuroscience, educational psychology, and learning theory, they address how the brain can become more receptive, how emotional environments affect learning, and how learning tasks and experiential exercises can help foster the development of skills and habit formation. They do so in the context of a thoroughly Christian framework that emphasizes not just knowledge, but character, integrity, and wisdom. Learning can be accomplished in and beyond the classroom to move from content mastery to life experience. Here are sound avenues for helping your students become the lifelong learners God intends.
224 pages, Paperback
Published April 21, 2020
22 people are currently reading
105 people want to read
About the author
Muriel I. Elmer
1 book1 followerMuriel I. Elmer (PhD, Michigan State) is a retired adjunct professor for Trinity International University where she taught in both the educational studies and the intercultural studies PhD programs. She has taught nursing and intercultural communication at various institutions and has been an international consultant and educator for many cross-cultural organizations. She was the director of child survival programs and a training specialist at World Relief as well as a missionary in South Africa.
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May 8, 2020
Summary: The Elmer's propose a five level process for learning that is not a transfer of information from the teacher to the student but the transformation of the life of the learner.
Most all of us remember cramming for an exam where we learned the information we needed just long enough to take the test. A week, maybe even a day later, it was gone. Part of the problem, according to the authors is that we often consider learning only a cognitive process, engaging our minds. Drawing on recent findings in neuroscience, the authors propose a learning process that engages the mind, the emotions, and our actions.
They propose a five step or level process, all build around the idea of recall, the remembering the information, and building on that:
Level 1: Recall--I Remember the Information. They look at how learning involves short, working, and long-term memory. Critical is getting to long term through rehearsal. One of the tools they talk about is the "memo to self," a short note on one meaningful idea from a presentation. In this section, they also discuss lectures that transform. A key point is realizing that attention peaks at 10-12 minutes and then declines (a good time a change of pace, such as discussion or an exercise) and then rises again (a good time for summation). They offer a number of ideas for vibrant, memorable lectures and dealing with cognitive overload (like being the last speaker of the day).
Level 2: Recall with Appreciation. The aim here is for the learner to value the information. This introduces the affective aspect of learning, how one feels about the content of the learning. This happens in a setting that is safe, with a teacher that is credible, and where the learning experience is positive and self-affirming.
Level 3: Recall with Speculation. A learner who retains and appreciates the information then takes the step to consider how they will use the information. It involves visualizing how one might use the information in one's life. This involves connecting new information with past content and thinking about how it may be incorporated in one's life. It might mean adding, modifying, eliminating or strengthening a behavior.
Barriers to Change. Before moving to changed behavior, it is important to identify barriers and how to overcome them. They discuss the Reasoned Action Approach, which identifies the specific beliefs that control why and when we change our behavior and how convinced we are that the change will be beneficial. They then propose several learning tasks to overcoming barriers: the memo to myself again, role playing, accountability relationships, avoiding dangerous contexts, managing negative thoughts, and depending on Scripture and prayer.
Level 4: Recall with Practice. This is where one begins to change one's behavior. It is important to recognize that practicing new behaviors may be uncomfortable at first and learning that at worst, we can't do a new behavior yet. It takes time and repetition, dialogue and discussion in a community. This may be done through simulations, skill-training with practice, and the alternation of practice and debriefing, consolidating what is learned.
Level 5: Recall with Habit. This is moving beyond learning to act out a new behavior well to do that behavior consistently, where learning becomes habit. Habits involve a feedback loop of cues, routines, and rewards that we continue to practice long enough that we don't give them conscious though. The authors discuss replacing bad habits with good ones and the importance of "keystone habit," a small change that leads to other habitual changes. The author illustrated this with using the sound of a gecko to cue prayer.
While this learning cycle is useful in many learning settings, the authors, both committed Christians apply this to learning Christlikeness as habit becomes or forms character. They argue that no part of the learning cycle should be neglected if this is to happen:
"Overemphasis on recall or remembering can incline people toward hypocrisy.
Overemphasis on valuing or emotion can incline people toward instability.
Overemphasis on barriers or obstacles can incline people toward paralysis.
Overemphasis on speculation or transfer can incline people toward inaction.
Overemphasis on practice or changing can incline people toward activism.
Overemphasis on habit or consistency can incline people toward empty routine."
The authors give us a biblically informed, and scientifically grounded approach to learning that transforms. I appreciate this, because the true aim of all education is the formation and transformation of learners in some way. Even more, the form of education that is Christian discipleship is far more than acquiring biblical knowledge, or even emotional dispositions toward the Christian faith and life. Unless truth transforms our thoughts, affections, and habitual actions toward Christlikeness, discipleship is just a bookshelf full of books, a notebook full of notes and a head full of ideas. The Elmers argue that so much more is possible, and shows the way for those who teach, and those who learn.
________________________________
Disclosure of Material Connection: I received a complimentary review copy of this book from the publisher. The opinions I have expressed are my own.
Most all of us remember cramming for an exam where we learned the information we needed just long enough to take the test. A week, maybe even a day later, it was gone. Part of the problem, according to the authors is that we often consider learning only a cognitive process, engaging our minds. Drawing on recent findings in neuroscience, the authors propose a learning process that engages the mind, the emotions, and our actions.
They propose a five step or level process, all build around the idea of recall, the remembering the information, and building on that:
Level 1: Recall--I Remember the Information. They look at how learning involves short, working, and long-term memory. Critical is getting to long term through rehearsal. One of the tools they talk about is the "memo to self," a short note on one meaningful idea from a presentation. In this section, they also discuss lectures that transform. A key point is realizing that attention peaks at 10-12 minutes and then declines (a good time a change of pace, such as discussion or an exercise) and then rises again (a good time for summation). They offer a number of ideas for vibrant, memorable lectures and dealing with cognitive overload (like being the last speaker of the day).
Level 2: Recall with Appreciation. The aim here is for the learner to value the information. This introduces the affective aspect of learning, how one feels about the content of the learning. This happens in a setting that is safe, with a teacher that is credible, and where the learning experience is positive and self-affirming.
Level 3: Recall with Speculation. A learner who retains and appreciates the information then takes the step to consider how they will use the information. It involves visualizing how one might use the information in one's life. This involves connecting new information with past content and thinking about how it may be incorporated in one's life. It might mean adding, modifying, eliminating or strengthening a behavior.
Barriers to Change. Before moving to changed behavior, it is important to identify barriers and how to overcome them. They discuss the Reasoned Action Approach, which identifies the specific beliefs that control why and when we change our behavior and how convinced we are that the change will be beneficial. They then propose several learning tasks to overcoming barriers: the memo to myself again, role playing, accountability relationships, avoiding dangerous contexts, managing negative thoughts, and depending on Scripture and prayer.
Level 4: Recall with Practice. This is where one begins to change one's behavior. It is important to recognize that practicing new behaviors may be uncomfortable at first and learning that at worst, we can't do a new behavior yet. It takes time and repetition, dialogue and discussion in a community. This may be done through simulations, skill-training with practice, and the alternation of practice and debriefing, consolidating what is learned.
Level 5: Recall with Habit. This is moving beyond learning to act out a new behavior well to do that behavior consistently, where learning becomes habit. Habits involve a feedback loop of cues, routines, and rewards that we continue to practice long enough that we don't give them conscious though. The authors discuss replacing bad habits with good ones and the importance of "keystone habit," a small change that leads to other habitual changes. The author illustrated this with using the sound of a gecko to cue prayer.
While this learning cycle is useful in many learning settings, the authors, both committed Christians apply this to learning Christlikeness as habit becomes or forms character. They argue that no part of the learning cycle should be neglected if this is to happen:
"Overemphasis on recall or remembering can incline people toward hypocrisy.
Overemphasis on valuing or emotion can incline people toward instability.
Overemphasis on barriers or obstacles can incline people toward paralysis.
Overemphasis on speculation or transfer can incline people toward inaction.
Overemphasis on practice or changing can incline people toward activism.
Overemphasis on habit or consistency can incline people toward empty routine."
The authors give us a biblically informed, and scientifically grounded approach to learning that transforms. I appreciate this, because the true aim of all education is the formation and transformation of learners in some way. Even more, the form of education that is Christian discipleship is far more than acquiring biblical knowledge, or even emotional dispositions toward the Christian faith and life. Unless truth transforms our thoughts, affections, and habitual actions toward Christlikeness, discipleship is just a bookshelf full of books, a notebook full of notes and a head full of ideas. The Elmers argue that so much more is possible, and shows the way for those who teach, and those who learn.
________________________________
Disclosure of Material Connection: I received a complimentary review copy of this book from the publisher. The opinions I have expressed are my own.
April 28, 2020
Do you want to see learning go beyond the mere recall of information?
Veteran educators with international experience Muriel I. Elmer and Duane H. Elmer co-authored the book "The Learning Cycle. Insights for Faithful Teaching from Neuroscience and the Social Sciences", published by InterVarsity Press. Duane's goal was to see how the three domains (cognitive, affective, and psychomotor) could be forged as a more integrated model for understand the teaching-learning environment (p. 15). His anser is a circular approach with five levels: 1) RECALL - I remember the information, 2) RECALL with APPRECIATION - I value the information, 3) RECALL - with SPECULATION - I ponder how to use the info. After overcoming the "Barriers to Change", there is 4) RECALL with PRACTICE - I begin changing my behavior, and 5) RECALL with HABIT - I do consistently. The target group of the book is educators, especially those in higher education but also anyone who teaches because they can all benefit from this book (p. 4). The book is a workbook that contains notes, a bibliography, an author index, a scripture index, and a subject index. The chapters are started with quotes from the Bible and from other authors and educators and closes with a summary of the learning tasks.
I had the privilege of meeting Muriel and Duane at the "Theological Educators Consultation" in Nairobi, Kenya, in April 2011 and I appreciate who open and honest they share their own experience in this book. They are using an holistic approach, starting with truth found in the Bible and do not only rely on neuroscience and social sciences in their presentation of the topic. Furthermore, I appreciate that Muriel and Duane do not only present the five levels (each one is treated in two chapters), but that they also touch the topic of the "Barriers to Change" (Identifying Barriers and Overcoming Barriers). This is an important issue that is often overlooked in other approaches. It is important to identify the barriers, like Jesus identified barriers to change in the parable of the sower, but it is also important to study how to overcome these barriers.
It would be interesting to discuss and evaluate this book in a third-world context where learning often gets stuck on the "rote approach" and where Bible school teachers and educators of theological schools and universities are often convinced that the "Western approach" of learning and teaching is the only way for training pastors and others. In any case I highly recommend the book - to anyone who teaches - even if they do not like the Christian framework - because it emphasizes character, integrity, and wisdom.
The complimentary copy of this book was provided by the publisher through NetGalley free of charge. I was under no obligation to offer a positive review. Opinions expressed in this review are completely my own.
#TheLearningCycle #NetGalley
Veteran educators with international experience Muriel I. Elmer and Duane H. Elmer co-authored the book "The Learning Cycle. Insights for Faithful Teaching from Neuroscience and the Social Sciences", published by InterVarsity Press. Duane's goal was to see how the three domains (cognitive, affective, and psychomotor) could be forged as a more integrated model for understand the teaching-learning environment (p. 15). His anser is a circular approach with five levels: 1) RECALL - I remember the information, 2) RECALL with APPRECIATION - I value the information, 3) RECALL - with SPECULATION - I ponder how to use the info. After overcoming the "Barriers to Change", there is 4) RECALL with PRACTICE - I begin changing my behavior, and 5) RECALL with HABIT - I do consistently. The target group of the book is educators, especially those in higher education but also anyone who teaches because they can all benefit from this book (p. 4). The book is a workbook that contains notes, a bibliography, an author index, a scripture index, and a subject index. The chapters are started with quotes from the Bible and from other authors and educators and closes with a summary of the learning tasks.
I had the privilege of meeting Muriel and Duane at the "Theological Educators Consultation" in Nairobi, Kenya, in April 2011 and I appreciate who open and honest they share their own experience in this book. They are using an holistic approach, starting with truth found in the Bible and do not only rely on neuroscience and social sciences in their presentation of the topic. Furthermore, I appreciate that Muriel and Duane do not only present the five levels (each one is treated in two chapters), but that they also touch the topic of the "Barriers to Change" (Identifying Barriers and Overcoming Barriers). This is an important issue that is often overlooked in other approaches. It is important to identify the barriers, like Jesus identified barriers to change in the parable of the sower, but it is also important to study how to overcome these barriers.
It would be interesting to discuss and evaluate this book in a third-world context where learning often gets stuck on the "rote approach" and where Bible school teachers and educators of theological schools and universities are often convinced that the "Western approach" of learning and teaching is the only way for training pastors and others. In any case I highly recommend the book - to anyone who teaches - even if they do not like the Christian framework - because it emphasizes character, integrity, and wisdom.
The complimentary copy of this book was provided by the publisher through NetGalley free of charge. I was under no obligation to offer a positive review. Opinions expressed in this review are completely my own.
#TheLearningCycle #NetGalley
April 21, 2020
I found this book fascinating. As a retired teacher whose instruction during the last half of my career was largely based on the work of Dr. Marie Clay, P. David Pearson, and Ellin Oliver Keene, this teaching model resonated within me. The Elmers lay out the model in such a way that both application and justification can easily be understood by trained educators and those who find themselves in the role of instructor without formal training. While the model is presented as it relates to Christian education, it most certainly is not limited to that realm. There is something in this book that can be useful from kindergarten through college, although I will admit that those teaching in the primary and intermediate grades will need to do some additional thinking in the application of the model. That said, as a teacher in those grades, I would have been pouring over this book as I planned on how to best deliver instruction. The value in the Learning Cycle model is that it leads students to go far beyond learning for an assessment, to integrating and living out what they learn. This model applies not only to traditional educators, but to Scout leaders, Sunday School teachers, small group leaders, pastors, and even to those leading business meetings. To say that I am excited about this book, is a bit of an understatement, and I encourage those who want to make a difference in people's lives through the presentation of information, who want to assist people in learning for living not for parroting, to grab a copy of this book, a journal, and a pack of highlighters.
I am grateful to have received a copy of The Learning Cycle from InterVarsity Press via NetGalley in exchange for my honest opinion. I was under no obligation to provide a positive review, and received no monetary compensation.
I am grateful to have received a copy of The Learning Cycle from InterVarsity Press via NetGalley in exchange for my honest opinion. I was under no obligation to provide a positive review, and received no monetary compensation.
April 3, 2020
From time to time, I would hear graduates speak about how disconnected their college education was from their jobs. Some would say that what exists in practice do not quite match up to the theories they learned in school. Among older folks, they prefer to tell us that experience is worth much more than the educational qualification. This common sentiment is also felt among seminarians and those who had theological education. I once came across a study that shows how inverted the expectations are between seminaries and churches. What church elders and members claim are more important often do not align with theologians and biblical scholars' expectations. Ideally, they should be the same. Practically, they are more different than thought. Helping to bridge this divide is the aim of this book. As educators for the past 50 years, the authors share their passion for teaching and give us insights about how to learn. Their underlying assumptions are:
- They believe sin has affected all of life, including our learning.
- Scripture needs to be seriously considered in holistic learning.
- Truth can be learned also from other disciplines such as social sciences and medical sciences
- We need to depend on the Holy Spirit for guidance
- We need to do a better job in connecting head-heart; facts-feelings; theory-practice; and teaching-learning paradigms.
The root of this book comes from Duane's PhD thesis about major learning models of the day. While many institutions tend to focus on the cognitive part of learning, we need to incorporate as much as possible the emotions and behavioural aspects. Enters the Learning Cycle, a 5-level model to help us toward holistic learning. Each level begins with a call to "recall" what Scriptures had taught us. It reminds us that the Bible is the final authority and we need to put all of our questions, our discoveries, our learning etc, under the Word of God. For those unfamiliar with Christian lingo, this is not to say that the Bible is used to debunk science or philosophy. Rather, it is the over-arching guiding paradigm that helps us make sense of the world. For example, while many things can be explained by science, there are many mysteries in life that are still undiscovered and outside the purview of human sciences. For example, how do we make sense of suffering? What about measuring love? Why do the earth exist in its state? Why do we think a particular way? While science could explain some, it is not an absolute authority because the world is much bigger than the domain of science. Even universities do not just comprise a science faculty.
Here is a summary of the five levels:
1) Remember the Information (Memory)
2) Recall with Appreciation (Gratitude)
3) Recall with Speculation (Curiosity)
4) Recall with Practice (Behavioural Change)
5) Recall with Habit (Christlikeness)
My Thoughts
===============
There are three reasons why I like this book. First, it is holistic, albeit with a conviction in the Bible. This may seem strange to those of us who prefer to stick to facts or to give science the final say. Here, let me offer an opinion about this starting position. Whenever we write a book or start a project, there is usually a basic assumption we carry with us in our research. This is also called pre-supposition. We all have our own presuppositions, which guides us in our work and interpretations. Even the notion of letting science have the final say is already a presupposition. Thus, for anyone who cries foul over the use of the Bible as a presupposition, remember that they too are guilty of their own presuppositions of letting science have the final say. Here's my point. The moment we have a pre-existing assumption, we are already biased. All of us are biased to various extent. In reading this book, I think we need to give the authors the benefit of the doubt as this is their book written based on their presuppositions. We read this book to learn and to expand our understanding. For if we are open to truth, then we need to be open to the 80-years combined learning and experience of the Elmers.
Second, it does not debunk the place of science. The authors show us how faith and science can complement each other. There are lots of wisdom within the pages of each chapter. They challenge us to question the facts placed before us. Instead of relying on rote learning, we are challenged to learn with understanding. This is also what the Bible teaches. We learn about the pedagogy of repetition; of rehearsal; of making the connections. They show us the importance not just about learning the content, but also about how these are made relevant to people. The best lecturers are those who are committed to their students both mentally and spiritually. Asking questions is a simple but profound way of learning.
Finally, learning is also learning about tackling our own barriers to change. If one is a believer and refuses to be informed by the sciences, one would be impoverished of the latest research and findings. If one is an atheist and refuses to be open to faith matters, one risks ignorance and forgets that historically, many great scientists were renowned people of faith. We will all have our personal biases and prejudices. As long as these come in the way of learning, we will limp along in our search for truth. Ordinary students absorb and try to remember what they learn. Good students read widely and remain open to different avenues of instruction. Great students go beyond these to ask good questions and discern the pathways to truth. The authors conclude with a call for us to aim for Christlikeness, which is the key to the whole Truth.
This book is a gift to the Church and to the learning community about holistic education from a biblical perspective.
Muriel I. Elmer (PhD, Michigan State) is a retired adjunct professor for Trinity International University where she taught in both the educational studies and the intercultural studies PhD programs. She has taught nursing and intercultural communication at various institutions and has been an international consultant and educator for many cross-cultural organizations. She was the director of child survival programs and a training specialist at World Relief as well as a missionary in South Africa.
Duane H. Elmer (PhD, Michigan State) has taught in over seventy-five countries and has provided cross-cultural training to Fortune 500 companies, relief and development agencies, mission organizations, churches, and educational institutions. He previously served as director of the PhD program in educational studies at Trinity Evangelical Divinity School in Deerfield, Illinois.
Rating: 4.75 stars of 5.
conrade
This book has been provided courtesy of Inter-Varsity Press and NetGalley without requiring a positive review. All opinions offered above are mine unless otherwise stated or implied.
- They believe sin has affected all of life, including our learning.
- Scripture needs to be seriously considered in holistic learning.
- Truth can be learned also from other disciplines such as social sciences and medical sciences
- We need to depend on the Holy Spirit for guidance
- We need to do a better job in connecting head-heart; facts-feelings; theory-practice; and teaching-learning paradigms.
The root of this book comes from Duane's PhD thesis about major learning models of the day. While many institutions tend to focus on the cognitive part of learning, we need to incorporate as much as possible the emotions and behavioural aspects. Enters the Learning Cycle, a 5-level model to help us toward holistic learning. Each level begins with a call to "recall" what Scriptures had taught us. It reminds us that the Bible is the final authority and we need to put all of our questions, our discoveries, our learning etc, under the Word of God. For those unfamiliar with Christian lingo, this is not to say that the Bible is used to debunk science or philosophy. Rather, it is the over-arching guiding paradigm that helps us make sense of the world. For example, while many things can be explained by science, there are many mysteries in life that are still undiscovered and outside the purview of human sciences. For example, how do we make sense of suffering? What about measuring love? Why do the earth exist in its state? Why do we think a particular way? While science could explain some, it is not an absolute authority because the world is much bigger than the domain of science. Even universities do not just comprise a science faculty.
Here is a summary of the five levels:
1) Remember the Information (Memory)
2) Recall with Appreciation (Gratitude)
3) Recall with Speculation (Curiosity)
4) Recall with Practice (Behavioural Change)
5) Recall with Habit (Christlikeness)
My Thoughts
===============
There are three reasons why I like this book. First, it is holistic, albeit with a conviction in the Bible. This may seem strange to those of us who prefer to stick to facts or to give science the final say. Here, let me offer an opinion about this starting position. Whenever we write a book or start a project, there is usually a basic assumption we carry with us in our research. This is also called pre-supposition. We all have our own presuppositions, which guides us in our work and interpretations. Even the notion of letting science have the final say is already a presupposition. Thus, for anyone who cries foul over the use of the Bible as a presupposition, remember that they too are guilty of their own presuppositions of letting science have the final say. Here's my point. The moment we have a pre-existing assumption, we are already biased. All of us are biased to various extent. In reading this book, I think we need to give the authors the benefit of the doubt as this is their book written based on their presuppositions. We read this book to learn and to expand our understanding. For if we are open to truth, then we need to be open to the 80-years combined learning and experience of the Elmers.
Second, it does not debunk the place of science. The authors show us how faith and science can complement each other. There are lots of wisdom within the pages of each chapter. They challenge us to question the facts placed before us. Instead of relying on rote learning, we are challenged to learn with understanding. This is also what the Bible teaches. We learn about the pedagogy of repetition; of rehearsal; of making the connections. They show us the importance not just about learning the content, but also about how these are made relevant to people. The best lecturers are those who are committed to their students both mentally and spiritually. Asking questions is a simple but profound way of learning.
Finally, learning is also learning about tackling our own barriers to change. If one is a believer and refuses to be informed by the sciences, one would be impoverished of the latest research and findings. If one is an atheist and refuses to be open to faith matters, one risks ignorance and forgets that historically, many great scientists were renowned people of faith. We will all have our personal biases and prejudices. As long as these come in the way of learning, we will limp along in our search for truth. Ordinary students absorb and try to remember what they learn. Good students read widely and remain open to different avenues of instruction. Great students go beyond these to ask good questions and discern the pathways to truth. The authors conclude with a call for us to aim for Christlikeness, which is the key to the whole Truth.
This book is a gift to the Church and to the learning community about holistic education from a biblical perspective.
Muriel I. Elmer (PhD, Michigan State) is a retired adjunct professor for Trinity International University where she taught in both the educational studies and the intercultural studies PhD programs. She has taught nursing and intercultural communication at various institutions and has been an international consultant and educator for many cross-cultural organizations. She was the director of child survival programs and a training specialist at World Relief as well as a missionary in South Africa.
Duane H. Elmer (PhD, Michigan State) has taught in over seventy-five countries and has provided cross-cultural training to Fortune 500 companies, relief and development agencies, mission organizations, churches, and educational institutions. He previously served as director of the PhD program in educational studies at Trinity Evangelical Divinity School in Deerfield, Illinois.
Rating: 4.75 stars of 5.
conrade
This book has been provided courtesy of Inter-Varsity Press and NetGalley without requiring a positive review. All opinions offered above are mine unless otherwise stated or implied.
April 30, 2020
My daughter is learning to play a new piece on the piano this week, after having her Zoom lesson. She told her teacher she thought it would be a hard one.
She tries out the notes by herself for awhile. She starts to play most of them right. Her rhythm is off, so she practices counting out the beats. She adds the left-hand and plays tentatively.
As I watch her struggle, and hear her frustration, I am reminded that learning something new can be challenging...oh. so. challenging.
Whether we are learning a new skill for our job, baking with yeast for the first time, or studying the Scriptures, a pattern takes place. We learn, we practice and we grow - well, that's usually the goal anyway.
It is common knowledge that vegetables are good for you, but how many vegetables do you eat in a day? (perhaps you are much better than I am with healthy eating). Or we know that physical exercise is healthy, but we just can't seem to step out or sustain it. How about the sermon you listened to on Sunday, how did you act out this week what you learned?
See, we can hear something or know it cognitively, yet not act on it in our life. We can try out a new habit as a resolution for the new year, only to see it wither away in 4 months' time. Learning is not just committing knowledge to our brains, it's about sustaining new practices for our character, integrity and wisdom.
What stops us from taking what we know and putting it into practice?
A new resource by Duane and Muriel Elmer, called The Learning Cycle: Insights for Faithful Teaching from Neuroscience and the Social Sciences, highlights for us some practical, incremental steps towards applying knowledge we learn into behaviours for life.
It's primarily written for educators of all spectrums, Bible study leaders, school teachers, professors, pastors, and mentors; it helps challenge and equip them to transform the lives of those they influence.
However, I found plenty of application for my own life, in the areas where I am learning and in habits that I am developing.
So, here is the Learning Cycle.
1. Recall - I remember the information
The first aspect of learning is remembering the content you were taught. At college level, this is your lecture; it could be the sermon you heard, or the book you read. So, we ask ourselves two questions, "Doest it make sense?" and "Does it have meaning?"
They propose a learning activity called a "Memo to Myself' where you answer the two questions to help solidify why the information is valuable. For example, I could read a chapter of Scripture during my devo time and write out in my journal how I found it meaningful for my life.
This brings what I know into sync with how important it is to me.
2. Recall with Appreciation - I value the information
Our emotions play a big role in what we remember, and how we remember it. If you think back to your favourite subject in school, would you attribute it to a passionate, dynamic teacher? How about your least favourite? Likely the opposite.
We place more value on what impacts our emotions positively, and we run away from those experiences that affect us negatively.
This reminds us to foster a safe, accepting environment for our learners.
3. Recall with Speculation - I ponder how to use the information
Once we have a grasp for the content we are learning, we begin to reflect on how we can act differently, solve a problem or implement a new behaviour. We take some time to think through how we can apply our new insight into our life.
Once we come up with a few ideas, we find a great opportunity to build community by sharing with others.
Something like an accountability group, a mentor or friends, who can support your new learning and encourage you in what you want to do. Perhaps I reflected on a passage of Scripture, and was convicted to develop a practice of hospitality. By sharing with others around me, I can find encouragement towards that new habit becoming a reality.
4. Barriers to Change
There is no doubt that we have all tried something new, at one stage or another, and failed to continue it throughout the year.
"Be ready for messiness. When you resolve to follow Jesus and establish new patterns of behaviour, expect challenges"
At this point in the cycle, we take a good look at what we want to do different and identify the barriers to change, then make a "plan to overcome, sidestep, or remove those potential barriers."
So often, we try something new but we forget to first count the cost, or anticipate what could impede our growth. This is an important step in sustaining change.
5. Recall with Practice - I begin changing my behaviour
We finally get to the point where we start doing something new!
Are you surprised that it took this long in the cycle?
How often don't I just decide to eat healthy, have a salad for lunch, but forget to go shopping for more veggies and thus the new habit ends.
The effort we put into recognizing the importance and value of how we want to grow, is essential as we begin, because doing something new will have growing pains.
It's like when you start to exercise and wake up the next morning with your sore muscles, there will be discomfort. It might be feelings of awkwardness, or struggles with failure and disappointment, but the discomfort will come.
In those moments, we need to remember that "practice is the repetition of an action in the service of a purpose or goal." Developing a new habit, takes on average 66 days. So don't lose hope. Humbly persevere. Lean into your community.
6. Recall with Habit - I do consistently
"Integrity grows with consistency. What we know is being integrated into our daily thoughts and actions. Habits become who we are. Character is being formed. The person who sees God's truth and obeys is defined in Scripture as a "wise" person."
We can develop good habits, or we can change bad habits. As we become consistent in one thing, we will develop momentum, and some excitement, to start the learning cycle again in another area. This is living the obedient Christian life, moving towards Christ-likeness, by the power of the Holy Spirit.
So, what do you think? That's the learning cycle.
I think the primary importance of this book is that changing how we act as believers is crucial to growing as a Christian, and drawing others to the love of Christ. Change is hard. Yet with our hearts placed on Him and empowered by the Holy Spirit, we can take steps to live with integrity, in-line with the teachings of Scripture.
I really enjoyed reading this book. It's given me lots to think about and reflect on. As we are quarantined for the weeks to come, and ideas for new habits surface, this can be a great help for all of us!
This book gets 5 stars, and I imagine it will be a resource I return to often, as I continue my own learning, counsel others and teach.
What is a new habit you want to work on? How can this model help you?
She tries out the notes by herself for awhile. She starts to play most of them right. Her rhythm is off, so she practices counting out the beats. She adds the left-hand and plays tentatively.
As I watch her struggle, and hear her frustration, I am reminded that learning something new can be challenging...oh. so. challenging.
Whether we are learning a new skill for our job, baking with yeast for the first time, or studying the Scriptures, a pattern takes place. We learn, we practice and we grow - well, that's usually the goal anyway.
It is common knowledge that vegetables are good for you, but how many vegetables do you eat in a day? (perhaps you are much better than I am with healthy eating). Or we know that physical exercise is healthy, but we just can't seem to step out or sustain it. How about the sermon you listened to on Sunday, how did you act out this week what you learned?
See, we can hear something or know it cognitively, yet not act on it in our life. We can try out a new habit as a resolution for the new year, only to see it wither away in 4 months' time. Learning is not just committing knowledge to our brains, it's about sustaining new practices for our character, integrity and wisdom.
What stops us from taking what we know and putting it into practice?
A new resource by Duane and Muriel Elmer, called The Learning Cycle: Insights for Faithful Teaching from Neuroscience and the Social Sciences, highlights for us some practical, incremental steps towards applying knowledge we learn into behaviours for life.
It's primarily written for educators of all spectrums, Bible study leaders, school teachers, professors, pastors, and mentors; it helps challenge and equip them to transform the lives of those they influence.
However, I found plenty of application for my own life, in the areas where I am learning and in habits that I am developing.
So, here is the Learning Cycle.
1. Recall - I remember the information
The first aspect of learning is remembering the content you were taught. At college level, this is your lecture; it could be the sermon you heard, or the book you read. So, we ask ourselves two questions, "Doest it make sense?" and "Does it have meaning?"
They propose a learning activity called a "Memo to Myself' where you answer the two questions to help solidify why the information is valuable. For example, I could read a chapter of Scripture during my devo time and write out in my journal how I found it meaningful for my life.
This brings what I know into sync with how important it is to me.
2. Recall with Appreciation - I value the information
Our emotions play a big role in what we remember, and how we remember it. If you think back to your favourite subject in school, would you attribute it to a passionate, dynamic teacher? How about your least favourite? Likely the opposite.
We place more value on what impacts our emotions positively, and we run away from those experiences that affect us negatively.
This reminds us to foster a safe, accepting environment for our learners.
3. Recall with Speculation - I ponder how to use the information
Once we have a grasp for the content we are learning, we begin to reflect on how we can act differently, solve a problem or implement a new behaviour. We take some time to think through how we can apply our new insight into our life.
Once we come up with a few ideas, we find a great opportunity to build community by sharing with others.
Something like an accountability group, a mentor or friends, who can support your new learning and encourage you in what you want to do. Perhaps I reflected on a passage of Scripture, and was convicted to develop a practice of hospitality. By sharing with others around me, I can find encouragement towards that new habit becoming a reality.
4. Barriers to Change
There is no doubt that we have all tried something new, at one stage or another, and failed to continue it throughout the year.
"Be ready for messiness. When you resolve to follow Jesus and establish new patterns of behaviour, expect challenges"
At this point in the cycle, we take a good look at what we want to do different and identify the barriers to change, then make a "plan to overcome, sidestep, or remove those potential barriers."
So often, we try something new but we forget to first count the cost, or anticipate what could impede our growth. This is an important step in sustaining change.
5. Recall with Practice - I begin changing my behaviour
We finally get to the point where we start doing something new!
Are you surprised that it took this long in the cycle?
How often don't I just decide to eat healthy, have a salad for lunch, but forget to go shopping for more veggies and thus the new habit ends.
The effort we put into recognizing the importance and value of how we want to grow, is essential as we begin, because doing something new will have growing pains.
It's like when you start to exercise and wake up the next morning with your sore muscles, there will be discomfort. It might be feelings of awkwardness, or struggles with failure and disappointment, but the discomfort will come.
In those moments, we need to remember that "practice is the repetition of an action in the service of a purpose or goal." Developing a new habit, takes on average 66 days. So don't lose hope. Humbly persevere. Lean into your community.
6. Recall with Habit - I do consistently
"Integrity grows with consistency. What we know is being integrated into our daily thoughts and actions. Habits become who we are. Character is being formed. The person who sees God's truth and obeys is defined in Scripture as a "wise" person."
We can develop good habits, or we can change bad habits. As we become consistent in one thing, we will develop momentum, and some excitement, to start the learning cycle again in another area. This is living the obedient Christian life, moving towards Christ-likeness, by the power of the Holy Spirit.
So, what do you think? That's the learning cycle.
I think the primary importance of this book is that changing how we act as believers is crucial to growing as a Christian, and drawing others to the love of Christ. Change is hard. Yet with our hearts placed on Him and empowered by the Holy Spirit, we can take steps to live with integrity, in-line with the teachings of Scripture.
I really enjoyed reading this book. It's given me lots to think about and reflect on. As we are quarantined for the weeks to come, and ideas for new habits surface, this can be a great help for all of us!
This book gets 5 stars, and I imagine it will be a resource I return to often, as I continue my own learning, counsel others and teach.
What is a new habit you want to work on? How can this model help you?
April 10, 2020
Muriel I. Elmer and Duane H. Elmer (2020).The Learning Cycle: Insights for Faithful Teaching from Neuroscience and the Social Sciences. InterVarsity Press. This is a pre-launch version of this book to be released on April, 21, 2020.
I worked as a probation officer and was also responsible for cognitive- behavioral programming for the people we served. Many of the ideas found in this book have also been researched and have been found valid and reliable from a correctional rehabilitation point of view. However, there are also ideas and recommendations here that I wish I had available so as to enhance and integrate the life skills they were learning in their daily lives.
The research presented in this book is based on the neuro and social sciences of recent. They write in such a way as to make this practical and relevant for teachers, Sunday School teachers, or in any other teaching capacity. The authors have developed a five level learning process based upon their own research and experience. They saw the previous models of learning tended to separate the cognitive (thought, reason, logic), affective (emotion and feelings), and psychomotor (behavior) aspects of learning as though they happened independently of each other rather than in dynamic interaction. The goal of this book was to integrate the cognitive, the emotional, and the psychomotor models into a learning model.
The five levels they have devoloped are:
1) Level 1: Recall— I remember the information
2) Level 2: Recall with Appreciation— I value the information
3) Level 3: Recall with Speculation— I ponder how to use the information
4) Level 4: Recall with Practice— I begin changing my behavior
5) Level 5: Recall with Habit— I do consistently
They add a very important element between level 3 and 4, Barriers to Change. This is critical to the integrated learning process because, if we do not assess and plan for our barriers to change our likelihood of succeding is not promising.
When I first became aware of the pre-launch version of this book I was unsure of whether or not I wanted to read it. I am very happy I choose to read it and learned new skills to incease the likelihood of change for the learner. I highly recommend this book for anyone who teaches at any any level.
This book has been provided courtesy of InterVarsity Press and NetGalley without requiring a positive review. All opinions offered above are mine unless otherwise stated or implied.
I worked as a probation officer and was also responsible for cognitive- behavioral programming for the people we served. Many of the ideas found in this book have also been researched and have been found valid and reliable from a correctional rehabilitation point of view. However, there are also ideas and recommendations here that I wish I had available so as to enhance and integrate the life skills they were learning in their daily lives.
The research presented in this book is based on the neuro and social sciences of recent. They write in such a way as to make this practical and relevant for teachers, Sunday School teachers, or in any other teaching capacity. The authors have developed a five level learning process based upon their own research and experience. They saw the previous models of learning tended to separate the cognitive (thought, reason, logic), affective (emotion and feelings), and psychomotor (behavior) aspects of learning as though they happened independently of each other rather than in dynamic interaction. The goal of this book was to integrate the cognitive, the emotional, and the psychomotor models into a learning model.
The five levels they have devoloped are:
1) Level 1: Recall— I remember the information
2) Level 2: Recall with Appreciation— I value the information
3) Level 3: Recall with Speculation— I ponder how to use the information
4) Level 4: Recall with Practice— I begin changing my behavior
5) Level 5: Recall with Habit— I do consistently
They add a very important element between level 3 and 4, Barriers to Change. This is critical to the integrated learning process because, if we do not assess and plan for our barriers to change our likelihood of succeding is not promising.
When I first became aware of the pre-launch version of this book I was unsure of whether or not I wanted to read it. I am very happy I choose to read it and learned new skills to incease the likelihood of change for the learner. I highly recommend this book for anyone who teaches at any any level.
This book has been provided courtesy of InterVarsity Press and NetGalley without requiring a positive review. All opinions offered above are mine unless otherwise stated or implied.
December 18, 2020
Think for a minute: Who was your favorite teacher and why?
Odds are it was someone who was passionate about the subject matter. More than that, likely it was someone who connected with you personally, who cared about you. You still remember what you learned, don’t you?
In The Learning Cycle the Elmers tell us there’s a reason for that. Brain science, for example, shows that when there is an emotional connection, we remember more and it changes us. Yet so often teaching and learning is dull, boring, and doesn’t engage us personally. Why? Because it too often emphasizes head knowledge without integrating it into our lives.
Having taught in many countries, many cultures, and many settings from businesses to hospitals to universites, the Elmers bring a wealth of research and experience to the table. Many practical ideas punctuate the book. One especially applicable chapter tells us how to transform lectures from talking heads into memorable events. (One hint: There is a reason from brain research regarding why Ted Talks are 18 minutes long.)
In addition, just asking people to speculate on what they might do with information they are learning substantially increases the likelihood that they will remember it and act on it. This is true even if you don’t ask for a commitment.
Teachers, they say, can also take advantage of cognitive dissonance. Learning can be solidified when we come across something we disagree with or when we have a new experience that is at odds with what we thought before. Why? Because we favor equilibrium. When that is disturbed, we work to restore it—which can involve changing or learning new ways to integrate the old and the new.
The book focuses on college-age and adult learning. While the principles have wider applicability, the first half of the book seems more pertinent for teaching children and teens. The Elmers’ ultimate goal is character change, in particular (though not exclusively), growing in the character of Christ.
Teachers, parents, those in ministry, and anyone who gets up in front of people to help them grow and change can benefit from this book.
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I received a complimentary copy of the book from the publisher. My opinions are my own.
Odds are it was someone who was passionate about the subject matter. More than that, likely it was someone who connected with you personally, who cared about you. You still remember what you learned, don’t you?
In The Learning Cycle the Elmers tell us there’s a reason for that. Brain science, for example, shows that when there is an emotional connection, we remember more and it changes us. Yet so often teaching and learning is dull, boring, and doesn’t engage us personally. Why? Because it too often emphasizes head knowledge without integrating it into our lives.
Having taught in many countries, many cultures, and many settings from businesses to hospitals to universites, the Elmers bring a wealth of research and experience to the table. Many practical ideas punctuate the book. One especially applicable chapter tells us how to transform lectures from talking heads into memorable events. (One hint: There is a reason from brain research regarding why Ted Talks are 18 minutes long.)
In addition, just asking people to speculate on what they might do with information they are learning substantially increases the likelihood that they will remember it and act on it. This is true even if you don’t ask for a commitment.
Teachers, they say, can also take advantage of cognitive dissonance. Learning can be solidified when we come across something we disagree with or when we have a new experience that is at odds with what we thought before. Why? Because we favor equilibrium. When that is disturbed, we work to restore it—which can involve changing or learning new ways to integrate the old and the new.
The book focuses on college-age and adult learning. While the principles have wider applicability, the first half of the book seems more pertinent for teaching children and teens. The Elmers’ ultimate goal is character change, in particular (though not exclusively), growing in the character of Christ.
Teachers, parents, those in ministry, and anyone who gets up in front of people to help them grow and change can benefit from this book.
---
I received a complimentary copy of the book from the publisher. My opinions are my own.
December 11, 2022
Character, integrity, and wisdom. It is my prayer that all of my professional, personal, and academic pursuits would develop in me character, integrity, and wisdom - Christlikeness. This incredible husband and wife duo seamlessly show the reader how learning, modeling, and dwelling on the character of Christ is what cultivates Christian maturity. Moreover, learning is a spiritual experience. We seek to be good stewards of our classroom and intellects, but ultimately, learning is the work of the Holy Spirit.
December 30, 2021
Not going to lie.. a bit of a time waster
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