FUNDAMENTALS OF EFFECTIVE LEARNING. Copyright Keith Morrison, 2004 CONSTRUCTIVISM Children construct...

FUNDAMENTALSFUNDAMENTALS OF OF EFFECTIVE LEARNINGEFFECTIVE LEARNING

Copyright Keith Morrison, 2004

CONSTRUCTIVISMCONSTRUCTIVISM Children construct their own knowledge of the world

rather than it being transmitted from an external source (e.g. the teacher).

Learning is self-directed and active. Learning derives from experience. Learners continually reorganise and restructure their

knowledge – adaptation, assimilation and accommodation.

What someone knows is not passively received but actively assembled by the learner.

Learning comes through exploration and experimentation.

Knowledge is creative.


IMPLICATIONS OF CONSTRUCTIVISM IMPLICATIONS OF CONSTRUCTIVISM

FOR TEACHING AND LEARNINGFOR TEACHING AND LEARNING (1)(1) Teachers as facilitators, supports, guides and

models of learning. Learning to adjust mental models to

accommodate new experiences. Learning concerns making connections between

information. Instruction to be built around complex problems

rather than problems with clear, correct answers. Students should help to establish the criteria on

which their work is assessed. Student interest and effort are more important

than textbook content.



FOR TEACHING AND LEARNINGFOR TEACHING AND LEARNING (2)(2) It is sometimes better for the students, rather

than the teachers, to decide what to do. Sense-making and thinking are more

important than knowing content. Experimentation and investigation replace

rote learning. Teaching uses skill-based and open-ended

approaches. Motivation is intrinsic (personal) rather than

extrinsic (for marks).



FOR TEACHING AND LEARNINGFOR TEACHING AND LEARNING (3)(3) Learners often produce unique and personal

knowledge. Naïve beliefs are useful starting points rather

than being wrong. Active, discovery and guided discovery, and

experiential learning are important. Applying not just repeating knowledge. Learning if collaborative and cooperative. Higher order thinking is significant.

FUNCTION INSTRUCTION CONSTRUCTIONClassroom

activityTeacher-controlled

Didactic

Learner-centred

Interactive

Teacher’s role Fact teller; expert Collaborator; learner

Student role Listener; always the learner

Collaborator; sometimes expert

Concept of knowledge

Accumulation of facts

Transformation of facts

Demonstration of success

Quantity Quality

Assessment Norm-referenced Criterion-referenced

Pedagogy Drill and practice Communication; collaboration;

expression; inquiry; investigation

CONVENTIONAL SETTINGS

RESTRUCTURED SETTINGS

Student role Learn facts and skills by absorbing

content from teacher/book

Create personal knowledge through understanding and

application

Social characteristics

Teacher-controlled; students working independently;

competitive

Teacher as facilitator; collaborative work;

students take decisions

Assessment Measurement of facts and discrete

skills

Traditional tests

Assessment of knowledge application;

authentic assessment

Teacher role Present information;

manage classroom

Guide student inquiry and active learning

DoDo

ReviewReview

LearnLearn

ApplyApply


LEARNING IS . . .LEARNING IS . . .

An active process of relating new meaning to existing meaning, involving the assimilation and accommodation of ideas, skills, thoughts etc.

Making connections between past, present and future which do not always follow a linear fashion; knowledge is constantly modified.

A process influenced by the use to which the learning is to be put, and whether the learning may be effectively retrieved in future situations.


EFFECTIVE LEARNING IS . . .EFFECTIVE LEARNING IS . . .

Related to context

Related to goals


OUTCOMES OF EFFECTIVE LEARNINGOUTCOMES OF EFFECTIVE LEARNING Deepened knowledge. Higher order skills, strategies, approaches. Action towards greater complexity and more

learning. Positive emotions, excitement, enthusiasm. Enhanced sense of self. More sense of connection with others. Further learning strategies. Greater affiliation to learning. Personal significance through a changed meaning of

experience.


PROCESSES OF EFFECTIVE LEARNINGPROCESSES OF EFFECTIVE LEARNING Making connections about what has been learned

in different contexts. Reflecting about one’s own learning and learning

strategies. Exploring how the learning contexts have placed a

part in making the learning effective. Setting further learning goals. Engaged with others in learning.


KEY PROCESSESKEY PROCESSES

Active learningCollaborative learningLearner responsibilityLearning about learningApplication of learning


FUNDAMENTALS OF FUNDAMENTALS OF EFFECTIVE LEARNING (1)EFFECTIVE LEARNING (1)

Learning is a social as well as an individual activity.

Higher order cognition is socially learned.Feelings, motivation, interest, engagement,

enjoyment and effective learning are closely linked.

Learning begins ‘where the learner is’.Activity, investigation, inquiry, exploration,

experience and application are essential.Learning is problem-solving.



Knowledge is integrated in the learner.Trial and error are significant aspects of

learning.Social and emotional factors are essential

features.Learning must be meaningful.Competitive activity inhibits long-term

learning; learning must be unhurried.



Pressuring students is frequently counter-productive.

Punitive environments restrict learning. Enjoyment promotes learning. Students must be rewarded for taking risks. Positive and rich feedback are essential. The experience of success is essential. Monitoring, assessment and diagnostic teaching

are essential. High student self-esteem is essential.

CONCEPTIONS OF LEARNING

CONCEPTIONS OF TEACHING

1 Quantitative

Concerned with how much; essential skills/facts

Transmission of knowledge

Communicate the external knowledge fluently

2 Qualitative

Active constructions of meaning and interpretation

Facilitation of learning

Get students engaged in appropriate learning activities

(what the student does mostly determines learning)


Students’ response to challenge. Gains in knowledge and understanding. Students’ adaptability to new situations. Working with a sense of purpose, enjoyment and

commitment. Motivation to succeed. Asking questions, and persevering. Looking for alternatives and applying new ideas. Self-aware of own progress against known targets and

teacher’s expectations. Learning from own (corrected) mistakes.

THE OUTCOME OF EFFECTIVE THE OUTCOME OF EFFECTIVE TEACHING IS EFFECTIVE LEARNINGTEACHING IS EFFECTIVE LEARNING


PLANNING FOR EFFECTIVE LEARNINGPLANNING FOR EFFECTIVE LEARNING

Learningpotential

Learningskills

Schemes of work

Models oflearning

Schoolstandards

Curriculummaterials

Learning styles

Assessment


LEARNING STYLESLEARNING STYLES Focusers v. scanners Divergent v. convergent thinkers Visual learners Auditory learners Kinaesthetic learners Tactile learners Concrete learners Analytical learners Communicative learners Authority-oriented learners

FUNDAMENTALS OF EFFECTIVE LEARNING. Copyright Keith Morrison, 2004 CONSTRUCTIVISM Children construct...

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