Four ideas contained in
the 'traditional' views:
1. Learning is a
process that is initiated by others, not by the learner themselves.
Therefore, it requires that other persons push learning onto the
individual rather than the individual doing it for themselves.
2. Children are empty
vessels who are waiting to be filled by 'all-knowing' adults over
time. It ignores previous knowledge/ideas that a child already
possesses.
3. Success in learning
is judged by how quickly and fully a child is able to absorb
information passed to them.
4. Children are
incapable of charting their own way in life. Teachers are not seen
as guides but instead as the ones who crafts a child's world.
Day & Baskett's 10
Guidelines for Designing Educational Experience:
1. Children make a
choice to actively participate in learning. While it may be
mandatory for them to attend lessons, they must make the choice to
participate and learn.
2. Teachers and
learners are equal partners in the education process. Both bring
experiences and knowledge with them that may serve all involved.
When both parties are operating on a basis of respect where the
teacher is not viewed as all-powerful, and where students have a say,
the education process will be more fruitful.
3. Organized learning
relies on the establishment of relationships and trust between teachers and
students. Teachers must realize and foster this in order to enrich
the collective experience.
4. There must be
regular review of actions taken in the learning process. Through
reviewing, better decisions can be made for future directions.
5. The process of
change (ie. learning) is made more complex in formal learning because
it takes place in an organizational setting. There are factors such
as the specified structure of programs, policies, and processes which
present added challenges in the learning process that are not present
in informal learning.
6. Children come to the
classroom with different experiences. Some children may react
differently to a range of approaches to learning, with some of them
finding it difficult to accept help and guidance. In some cases,
their confidence and self esteem can be undermined if they ways of
working are changed.
7. In developing
learning activities, it important to consider and respect the
variances in children's social, economic and cultural backgrounds.
8. Teachers must
understand what motivates their students to learn. Since students
come with different aspirations, it will help the teacher to target
areas and craft activities in a way that will target those
aspirations.
9. Critical thinking
is, well, critical! Teachers must always learners to examine their
thoughts about what they learn and to think about the content in more
detail that simply accepting it at face value with the hope of
passing assessments.
10. Learners are to be
encouraged to take responsibility for their own learning. This
prepares the student for life-long learning and self-sufficiency. By
encouraging critical thinking and personal responsibility in the
students, the teacher can gradually decrease the dependence of
students on teachers.
What Are Some of the
Factors Which Contribute to Learning from Experience?
New experiences are
stored in memory with varying degrees of positiveness or negativeness
attached to them. If an experience was enjoyable and rewarding then
it's positive level increases. If instead it was not enjoyed and did
not bring reward to the individual, the experience is remembered more
negatively. If learning proves difficult or makes the learner feel
incompetent, then the learner is more likely to view that learning
experience negatively and be less inclined to participate in that
particular area or similar areas again. Therefore the motivational
and emotional factors affecting the learning process must be
carefully addressed.
Eight Factors That
Influence the Process of Learning
Personality – This is
how children view themselves based on the positive learning
experiences they have had, both formally and informally.
Aspirations –
Learners are encouraged to reflect on what their goals and desires
are and they are encouraged to pursue them and to see the relevance
of curriculum of the school in helping them to progress to those
things.
Needs – aside from
course content, students ought to be given emotional and
psychological support and encouragement to help them build
self-esteem and the wherewithal to achieve their learning potential.
Relationships – the
collaborative skills of learners should be engendered amongst
themselves. Further, the teachers should foster a mentoring
partnership with the learners to ensure continuous development takes
place.
Interactions –
learners ought to communicate with their peers and teachers about the
learning process. In examining the challenges, the positives and
what they have achieved, they become aware of the development taking
place in their abilities.
Values – an attitude
of value and respect for education must be developed in learners.
This would encourage them to be active life-long learners who take
responsibility for the learning and who strive to enrich their lives
through education.
Behaviours – Learners
should be encouraged to take responsibility for their learning, the
choices they make and consequences of those choices. They should be
supported in this process by the teacher. This kind of awareness of
their personal responsibility for their learning and their lives is
important to their development as mature adults.
Experiences –
Learners should be given the opportunity to engage in experiences
that reflect their learning in a practical and meaningful way that
shows the relevance of what they are being or have been taught. The
positiveness or negativeness of these experiences will inform their
future choices in learning behaviour.