Creating Connection

Learning Occurs through Observation

Davidson explains that this sk’ad’a principle has two sides: the first side being that learning takes time, and we must provide opportunities for our learners to observe new skills before trying them. The second side being that it is not only about seeing and learning but about observing our own gaps in knowledge and our ability to create connections and fill those gaps. Introspection, reflection, emotions, and relationships with oneself are central to fostering personal connections and encouraging self-expression in learning contexts.

Observation-based learning enables learners to see an action or concept demonstrated visually while also receiving verbal explanations, and the combination reinforces understanding. Learning through observation goes even further, relating learning to seeing, knowing and doing, critically thinking and creating one’s own conclusions, by providing multiple ways to engage learners to internalize information in a way that is meaningful to them.

“The ability to make accurate predictions rests on the accumulation of individual memory, observation and pattern-thought skills. It does not seem to permit teaching, at least as we know it… Instead, it requires that one watch, and watch again, as the only way to build up a store of memory-images, to develop perception skills and a capacity for thinking in terms of pattern correspondence. What had to be learned could not be expressed easily, if at all, in words; each person had to immerse himself (sic) in the enterprise and develop his (sic) own skills. (Ross, 1992, p. 78) [...] A variety of techniques were used to transfer knowledge, skills, values and morals. Teaching was primarily done orally and through role modeling. The oral method was often used when conveying ideas about feelings, culture, attitudes, and ways of life” (Bell, 2013, p. 91).

For instance, watching a community member perform a skill while listening to their explanations allows learners to connect words with actions, facilitating a more comprehensive grasp of the task and its significance. Verbal explanations that describe each step and its real-world or personal importance deepen the connection between the visual technique and its meaning, enriching the learning experience. During a cooking demonstration, learners observe each technique visually and benefit from step-by-step verbal instructions. Describing the flavor profiles or historical significance of ingredients integrates knowledge across sensory and cultural domains, reinforcing memory.

The adage, “a picture is worth a thousand words” helps to explain the concept of dual coding in the Science of Learning. The theory suggests that there are two independent pathways for encoding information into long-term memory; visual and verbal. Broadly, when learners are provided multiple ways to engage with the content (UDL or wholistic approaches), they learn better (Cuevas, 2016). The most popular method utilizes pictures to accompany word explanations. However much like there is not one correct way to learn, there are multiple ways to approach Dual Coding. Other examples could be verbal and tactile (hands-on) used in combination. There is always the caveat that dual coding must be used meaningfully, as too many word and picture associations can lead to cognitive overload, and irrelevant imagery does not promote retention (Weinstein et al.2018). Any opportunity we can provide to our learners to make connections in multiple ways, as shared in the Observation section above, promotes retention.

If you would like to learn about Dual Coding in video form, please see the following:

Bell describes reciprocity as being “critical to establishing and maintaining healthy and balanced relationships [...] Reciprocity is maintained in Anishinaabe tradition by the act of giving thanks and giving back. Anishinaabe teachings articulate the need to always give thanks for anything that one is given. It is important to ‘giveaway’, to give back. It is required to give back to acknowledge what is given to show that you are thankful for what you are receiving.” (Bell, 2013, p. 101).

Observation serves as a gateway for learners to engage with the actions, behaviors, and wisdom of others, while reciprocity ensures that this learning process is not one-sided but part of a mutual exchange of respect and responsibility. Reciprocity also ensures that learning is done in multiple ways, where one style is done, another must also accompany in reciprocity: similar to dual coding. In this way, learners open their mind to think, reason, and apply. Kirkness furthers this concept:

“[...] the emphasis is on making teaching and learning two-way processes, in which the give-and-take between faculty and students opens up new levels of understanding for everyone. [...] Faculty members and students in such a reciprocal relationship are in a position to create a new kind of education, to formulate new paradigms or explanatory frameworks that help us establish a greater equilibrium and congruence between the literate view of the world and the reality we encounter when we step outside the walls of the "Ivory Tower." (Kirkness, 2001, p. 14).

In an educational environment, this encompasses interactions between staff and students, students with each other, and faculty with staff. Each of these relationships respects and values the unique knowledge and talents that individuals contribute to the classroom, workplace, and institution (eCampusOntario n.d.). Reciprocity also ensures knowledge sharing between staff/faculty to ensure practices of knowledge are continued: “Shared learning embodies the principle of reciprocity” (eCampusOntario n.d.).

Continuing to the next level of Bloom’s taxonomy, learners can apply ideas to new concepts. Therefore, we now ask them to begin building connections. We want learners to be able to break material into its constituent parts and determine how the parts relate to one another and/or to an overall structure or purpose (Bloom et al., 1956 & Anderson and Krathwohl, 2001). This level of Bloom’s challenges the learners to see how their knowledge has built upon itself and begin to make connections outside the course material and begin to see relevance in the content.