Self - Activity 1 - Summary of Whitaker's Readings

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.