DOCSLIB.ORG

Teaching for Meaningful Learning a Review of Research on Inquiry-Based and Cooperative Learning

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Teaching for Meaningful Learning a Review of Research on Inquiry-Based and Cooperative Learning TM THE GEORGE LUCAS EDUCATIONAL FOUNDATION TM THE GEORGE LUCAS EDUCATIONAL FOUNDATION book excerpt TEACHING FOR MEAningFUL LEARning A Review of Research on Inquiry-Based and Cooperative Learning By Dr. Brigid Barron and Dr. Linda Darling-Hammond, Stanford University Introduction Dr. Milton Chen Executive Director The George Lucas Educational Foundation Our Foundation began in 1991 with an school of the future? Or a hybrid car?” These Dr. Brigid Barron and Dr. Linda Darling- ambitious mission: to demonstrate how students are sifting information from many Hammond of Stanford University; Dean P. innovative learning environments in sources and producing projects to present David Pearson, Dr. Alan Schoenfeld, Dr. classrooms, supported by powerful new their knowledge, using computers and the Timothy Zimmerman, Dr. Gina Cervetti, technologies, could revolutionize learning. Internet throughout. Their teachers are and Jennifer Tilson at the University of As an organization founded by George embracing their new role as learning coach California, Berkeley; and Dr. Elizabeth Lucas, we believed that the same benefits and manager, rather than as exclusive Stage at the Lawrence Hall of Science. Dr. of technology that were transforming instructor. Darling-Hammond also served as editor for business, health care, manufacturing, As a Foundation, we have understood the the volume. entertainment, and other sectors could be critical importance of developing a research This impressive group of leaders applied in education. And this was in the basis for these innovations. In order for the in educational research has taken an days before the Internet. exemplars we have profiled to take root important step forward for the field. Nearly two decades later, the world in more places, their effectiveness must Their review of the literature on project- has moved ahead in dramatic ways, but be demonstrated in educational research. based learning, cooperative learning, our schools remain caught in a web of Importantly, policymakers investing funds and instructional strategies in literacy, educational thinking and systems that to bring these innovations to scale must be mathematics, and science summarizes originated a century ago. The instructional able to base their policies on documented what is known and what new research is model of the teacher and the textbook as the results. These beliefs led to our support for needed. While they point to studies of the primary sources of knowledge, conveyed research published in the book, Powerful effectiveness of these strategies, they also through lecturing, discussion, and reading, Learning: What We Know About Teaching for issue this important caveat: effectiveness has proven astonishingly persistent. Understanding (Jossey-Bass, 2008), from relies heavily on the readiness and quality Fortunately, this “dominant paradigm” which this article is excerpted. of teachers implementing them. Their book is showing signs of wear. In our work of On behalf of our Foundation, I express includes vignettes of schools and programs telling stories of innovative learning, we our appreciation to the authors of the book: illustrating these practices, with links to see many more examples of teachers, films and articles on our Edutopia website principals, and district administrators and other web resources. implementing new forms of project- We also thank our partners at Jossey- based curricula and performance-based Bass, editors Kate Gagnon and Lesley Iwa, assessment. In these classrooms, students for bringing this book to publication. are working in teams to address open- We hope that Powerful Learning provokes ended and complex questions, such as new thinking about the investments “What is the air and water quality in your needed to create more powerful twenty- community?” “How would you design a first century schools and school systems. Teaching for Meaningful Learning: A Review of Research on Inquiry-Based and Cooperative Learning By Dr. Brigid Barron and Dr. Linda Darling-Hammond, Stanford University “Decades of research illustrate the benefits of inquiry-based and cooperative learning to help students develop the knowledge and skills necessary to be successful in a rapidly changing world.” ince “A Nation at Risk” application of simple algorithms—won’t implementation of new models. Indeed, was published a quarter- develop students who are critical thinkers or “learning by doing” has a somewhat checkered century ago, mountains of students who can write and speak effectively track record, in part because teachers often lack reports have been written (Bransford, Brown, & Cocking, 1999; the information, support, and tools necessary about the need for more Bransford & Donovan, 2005). To develop to fully integrate and support this alternative powerful teaching and these higher-order skills, students need to approach to teaching and learning. learning focused on the take part in complex, meaningful projects that This chapter seeks to expand our knowledge Sdemands of life and work in the twenty-first require sustained engagement, collaboration, of the benefits of inquiry-based learning, as century. Consider this: In 1900, 95 percent research, management of resources, and the well as to deepen our understanding of the of all jobs were low skilled and required only development of an ambitious performance or components of an effective inquiry-based that employees could follow basic procedures product. lesson or unit. We’ll explore three approaches designed by others. In 2008, many jobs require In fact, a growing body of research suggests to inquiry-based learning: project-based specialized knowledge and skills. Today’s that students learn more deeply and perform learning, problem-based learning, and employees must be able to communicate better on complex tasks if they have the learning by design, highlighting key research and collaborate, research ideas, and collect, opportunity to engage in more “authentic” and unpacking important elements of each synthesize, and analyze information. They learning—projects and activities that require approach. need to develop new products and to be able them to employ subject knowledge to solve real- to apply different areas of knowledge to new world problems. Studies have shown a positive A Pathway to Deeper Knowledge problems and challenges. impact on learning when students participate Project-based learning involves completing In short, the nature of work has changed— in lessons that require them to construct and complex tasks that typically result in a realistic and continues to do so. According to the U.S. organize knowledge, consider alternatives, product, event, or presentation to an audience. Department of Labor, the average worker will engage in detailed research, inquiry, writing, Thomas (2000) identifies five key components hold more than 10 jobs before the age of 40. and analysis, and to communicate effectively of effective project-based learning. It is: central The top 10 “in demand” jobs projected for to audiences (Newmann, 1996). For example, to the curriculum, organized around driving 2010 did not exist in 2004. a study of more than 2,100 students in 23 questions that lead students to encounter The changing workforce and the need for so- schools found significantly higher achievement central concepts or principles, focused on a called twenty-first-century skills have changed on intellectually challenging performance constructive investigation that involves inquiry what it means to provide every child with an tasks for students who experienced this kind and knowledge building, student-driven effective education that prepares them for a of “authentic pedagogy” (Newmann, Marks, & (students are responsible for designing and full and productive life. It’s no longer enough Gamoran, 1995). Indeed, use of these practices managing their work), and authentic, focusing to simply transmit information that students resulted in stronger performance regardless of on problems that occur in the real world and memorize and store for future use. Education race, gender, or prior achievement. that people care about. today must focus on helping students learn how The research highlighting the benefits of Generally, research on project-based to learn, so they can manage the demands of authentic learning, together with a growing learning (PBL) has found that students who changing information, technologies, jobs, and interest in providing students with more engage in this approach benefit from gains in social conditions. engaging, thought-provoking learning factual learning that are equivalent or superior How do we prepare our students for these opportunities, has prompted teachers at all to those of students who engage in traditional twenty-first-century skills? grade levels to experiment with incorporating forms of instruction (Thomas, 2000). The Traditional academic approaches—narrow inquiry-based learning into their curriculum. goals of PBL are broader, however, than simply tasks that emphasize memorization or the But interest alone does not make for effective the development of content knowledge. This ideas well enough to answer the questions of others. There are many ways in which performance assessments con- tribute to learning. For example, exhibitions, projects, and portfolios provide multiple occasions for review and revision toward a polished performance. These opportunities help students examine both how they learn and how to improve their performance. Students are of- ten expected to present their
Load more

Recommended publications
  • The Role of Emotion and Skilled Intuition in Learning
    Mary Helen Immordino-Yang Mary Helen Immordino-Yang, EdD, is a cognitive neuroscientist and educational psychologist who studies the brain bases of emotion, social interaction, and culture and their implications for development and schools. A former junior high school science teacher, she earned her doctor- ate at the Harvard University Graduate School of Education. She is the associate North American editor for the journal Mind, Brain and Education and the inaugural recipient of the International Mind, Brain and Education Society’s Award for Transforming Education through Neuroscience. She is currently Assistant Professor of Education at the Rossier School of Education and Assistant Professor of Psychology at the Brain and Creativity Institute, University of Southern California. Matthias Faeth Matthias Faeth is a doctoral student at the Harvard Graduate School of Education. His interest is the interaction of emotions and learning from an educational, psychologi- cal, and neuroscientific perspective. He is currently living in Montreal where he is also pursuing his research at the Centre de Recherché en Neuropsychologie et Cognition (CERNEC) at the Université de Montréal. In this chapter, the authors present a neuroscientific view of how emotions affect learning new information and suggest a set of socially embedded educational practices that teachers can use to improve the emotional and cognitive aspects of classroom learning. 66 Chapter 4 The Role of Emotion and Skilled Intuition in Learning Mary Helen Immordino-Yang and Matthias Faeth Advances in neuroscience have been increasingly used to inform educational theory and practice. However, while the most successful strides forward have been made in the areas of academic disciplinary skills such as reading and mathematical processing, a great deal of new evidence from social and affective neuroscience is prime for application to education (Immordino-Yang & Damasio, 2007; Immordino-Yang & Fischer, in press).
    [Show full text]
  • Meaningful Learning CHAPTER 1 Shutterstock
    M01_HOWL5585_04_SE_C01.qxd 2/11/11 10:00 PM Page 1 Goal of Technology Integrations: Meaningful Learning CHAPTER 1 Shutterstock Chapter Objectives 1. Identify the characteristics of meaningful learning 4. Describe how technology can foster 21st Century Skills 2. Contrast learning from technology and learning with technology 5. Describe the components of technological pedagogical content knowledge 3. Compare National Educational Technology Standards (NETS) for students with teacher activities that foster them M01_HOWL5585_04_SE_C01.qxd 2/11/11 10:00 PM Page 2 2 Chapter 1 This edition of Meaningful Learning with Technology is one of many books describing how technologies can and should be used in schools. What distinguishes this book from the oth- ers is our focus on learning, especially meaningful learning. Most of the other books are organized by technology. They provide advice on how to use technologies, but often the purpose for using those technologies is not explicated. Meaningful Learning with Technology, on the other hand, is organized by kinds of learning. What drives learning, more than anything else, is understanding and persisting on some task or activity. The nature of the tasks best determines the nature of the students’ learning. Unfortunately, the nature of the tasks that so many students most commonly experience in schools is completing standardized tests or memorizing infor- mation for teacher-constructed tests. Schools in the United States have become testing factories. Federal legislation (No Child Left Behind) has mandated continuous testing of K–12 students in order to make schools and students more accountable for their learn- ing. In order to avoid censure and loss of funding, many K–12 schools have adopted test preparation as their primary curriculum.
    [Show full text]
  • ADVANCE UNCORRECTED COPY—NOT for DISTRIBUTION Learning That Sticks
    In far too many classrooms, the emphasis is on instructional strategies that teachers employ rather than on what students should be doing or thinking about as part of their learning. What’s more, students’ minds are something of a mysterious “black box” for most teachers, so when learning breaks down, they’re not sure what went wrong or what to do differently to help students learn. It doesn’t have to be this way. Learning That Sticks helps you look inside that black box. Bryan Goodwin and his coauthors unpack the cognitive science underlying research-supported learning strategies so you can sequence them into experiences that challenge, inspire, and engage your students. As a result, you’ll learn to teach with more intentionality—understanding not just what to do but also when and why to do it. By way of an easy-to-use six-phase model of learning, this book • Analyzes how the brain reacts to, stores, and retrieves new information. • Helps you “zoom out” to understand the process of learning from beginning to end. • Helps you “zoom in” to see what’s going on in students’ minds during each phase. Learning may be complicated, but learning about learning doesn’t have to be. And to that end, Learning That Sticks helps shine a light into all the black boxes in your classroom and make your practice the most powerful it can be. ADVANCE UNCORRECTED COPY—NOT FOR DISTRIBUTION learning that sticks A Brain-Based Model for K–12 Instructional Design and Delivery Preface: Why a Learning Model? ..................................................................................................vii 1.
    [Show full text]
  • Impact of Nutrition Education on Student Learning Lydia Singura Walden University
    Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 1-1-2011 Impact of Nutrition Education on Student Learning Lydia Singura Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Home Economics Commons, Human and Clinical Nutrition Commons, and the Public Health Education and Promotion Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University COLLEGE OF EDUCATION This is to certify that the doctoral study by Lydia Singura has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. David Stein, Committee Chairperson, Education Faculty Dr. Nancy Walters, Committee Member, Education Faculty Dr. Robert Hogan, University Reviewer, Education Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2013 Abstract Impact of Nutrition Education on Student Learning by Lydia Singura MA, Kean University, 1995 BS, James Madison University, 1968 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Teacher Leadership Walden University October 2013 Abstract A goal of schools is to provide students with practical nutritional information that will foster healthy lifelong behaviors. Unfortunately, students at one school were found to have difficulty grasping basic nutritional information and practical health-related skills. There remains an important gap in current literature regarding strategies to improve students’ understanding of nutrition education material.
    [Show full text]
  • Restarting and Reinventing School: Learning in the Time of COVID and Beyond
    Restarting and Reinventing School Learning in the Time of COVID and Beyond Linda Darling-Hammond, Abby Schachner, and Adam K. Edgerton in collaboration with Aneesha Badrinarayan, Jessica Cardichon, Peter W. Cookson Jr., Michael Griffith, Sarah Klevan, Anna Maier, Monica Martinez, Hanna Melnick, Natalie Truong, and Steve Wojcikiewicz AUGUST 2020 Restarting and Reinventing School: Learning in the Time of COVID and Beyond Linda Darling-Hammond, Abby Schachner, and Adam K. Edgerton in collaboration with Aneesha Badrinarayan, Jessica Cardichon, Peter W. Cookson Jr., Michael Griffith, Sarah Klevan, Anna Maier, Monica Martinez, Hanna Melnick, Natalie Truong, and Steve Wojcikiewicz Acknowledgments The authors thank our Learning Policy Institute colleagues Roberta Furger, Janel George, Tara Kini, Melanie Leung, and Patrick Shields for their support, contributions, and thought partnership. In addition, we thank Erin Chase and Aaron Reeves for their editing and design contributions to this project and the entire LPI communications team for its invaluable support in developing and disseminating this report. Without their generosity of time and spirit, this work would not have been possible. This research was supported by the S. D. Bechtel Jr. Foundation, the Stuart Foundation, and the W. Clement and Jessie V. Stone Foundation. Core operating support for the Learning Policy Institute is provided by the Heising-Simons Foundation, Raikes Foundation, Sandler Foundation, and William and Flora Hewlett Foundation. We are grateful to them for their generous
    [Show full text]
  • Retrieval-Based Learning: a Perspective for Enhancing Meaningful Learning
    Educ Psychol Rev (2012) 24:401–418 DOI 10.1007/s10648-012-9202-2 REVIEW ARTICLE Retrieval-Based Learning: A Perspective for Enhancing Meaningful Learning Jeffrey D. Karpicke & Phillip J. Grimaldi Published online: 4 August 2012 # Springer Science+Business Media, LLC 2012 Abstract Learning is often identified with the acquisition, encoding, or construction of new knowledge, while retrieval is often considered only a means of assessing knowledge, not a process that contributes to learning. Here, we make the case that retrieval is the key process for understanding and for promoting learning. We provide an overview of recent research showing that active retrieval enhances learning, and we highlight ways researchers have sought to extend research on active retrieval to meaningful learning—the learning of complex educational materials as assessed on measures of inference making and knowledge application. However, many students lack metacognitive awareness of the benefits of practicing active retrieval. We describe two approaches to addressing this problem: class- room quizzing and a computer-based learning program that guides students to practice retrieval. Retrieval processes must be considered in any analysis of learning, and incorpo- rating retrieval into educational activities represents a powerful way to enhance learning. Keywords Retrieval . Learning . Metacognition . Meaningful learning What does it mean to say that a person has learned something? Some might say it means a learner has acquired new knowledge that now exists in his or her mind. Others might add that it means a learner has actively created a rich and elaborated knowledge structure. These ideas would tell only half the story, however, and it may not be the crucial half for understanding learning.
    [Show full text]
  • A Comparative Study of Rehearsal and Loci Methods in Learning Vocabulary in EFL Context
    ISSN 1799-2591 Theory and Practice in Language Studies, Vol. 5, No. 7, pp. 1451-1457, July 2015 DOI: http://dx.doi.org/10.17507/tpls.0507.18 A Comparative Study of Rehearsal and Loci Methods in Learning Vocabulary in EFL Context Touran Ahour Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran Sepideh Berenji Department of Public and Basic Science, Osku Branch, Islamic Azad University, Osku, Iran Abstract—Effective learning in foreign language settings depends on acquiring a large number of vocabularies. This study intended to compare two vocabulary learning methods known as loci and rehearsal methods to find out which one leads to better retention and recalling of words. Employing a quasi-experimental research, 80 learners from two intact classes in Islamic Azad University, Osku Branch, Iran, were randomly selected as the experimental and control groups. For the purpose of vocabulary learning, the experimental group trained in loci method while rehearsal strategy training was used in the control group. At the end of each session of the treatment, multiple-choice vocabulary tests were used to measure whether the participants can recall the lexical items from their short-term memory. A delayed multiple-choice posttest of vocabulary was also used in order to compare vocabulary learning among two groups four weeks after the treatment. Implementing Independent Samples t-test, the results indicated that experimental group was better than control group in retention and recalling of lexical items in immediate posttest. It was also found that the loci method was more effective than rehearsal in permanency of lexical items in long term memory.
    [Show full text]
  • Effect of a Brain-Based Learning Program on Working Memory and Academic Motivation Among Tenth Grade Omanis Students
    EFFECT OF A BRAIN-BASED LEARNING PROGRAM ON WORKING MEMORY AND ACADEMIC MOTIVATION AMONG TENTH GRADE OMANIS STUDENTS Abstract: This study aims to investigate the effect of a brain- Adel M. ElAdl, PhD based learning program on working memory and academic Full Professor of Educational Psychology motivation among tenth grade Omanis students. The sample Sultane Qaboos University was selected from students in the tenth grade in basic education Oman in the Sultanate of Oman. The participants in this study were 75 Contact: preparatory school students. Experimental group (EG) E-mail: [email protected] consisted of 37 students while the control group (CG) consisted of 38 students. An experimental Pretest and Posttest Control- Mourad Ali Eissa Saad, PhD Group design was used in this study. The brain-based learning Full Professor of Special Education program was conducted to the whole class by their actual Vice president of KIE University teacher during the actual lesson period for 8 weeks with 50 Kie University minute sessions conducted three times a week. The program Egypt was designed based on the three basic fundamentals of brain- Contact: based learning, namely ‘orchestrated immersion’, ‘relaxed E-mail: [email protected] alertness’, and ‘active processing’. The results of this study indicated great gains for students in the experimental group in both working memory and academic motivation. This study goes some way to understanding working memory and academic motivation in Omanis tenth grade primary students.The study shows that students in the experimental group, compared to those in the control group, develop robust working memory and academic motivation due to training in brain-based learning.
    [Show full text]
  • Effects of Method and Context of Note-Taking on Memory: Handwriting Versus Typing in Lecture and Textbook-Reading Contexts Ian Schoen Pitzer College
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Scholarship@Claremont Claremont Colleges Scholarship @ Claremont Pitzer Senior Theses Pitzer Student Scholarship 2012 Effects of Method and Context of Note-taking on Memory: Handwriting versus Typing in Lecture and Textbook-Reading Contexts Ian Schoen Pitzer College Recommended Citation Schoen, Ian, "Effects of Method and Context of Note-taking on Memory: Handwriting versus Typing in Lecture and Textbook- Reading Contexts" (2012). Pitzer Senior Theses. Paper 20. http://scholarship.claremont.edu/pitzer_theses/20 This Open Access Senior Thesis is brought to you for free and open access by the Pitzer Student Scholarship at Scholarship @ Claremont. It has been accepted for inclusion in Pitzer Senior Theses by an authorized administrator of Scholarship @ Claremont. For more information, please contact [email protected]. Running head: NOTE-TAKING, CONTEXT, AND MEMORY 1 Effects of Method and Context of Note-taking on Memory: Handwriting versus Typing in Lecture and Textbook-Reading Contexts Ian Schoen Pitzer College Correspondence concerning this thesis should be addressed to Ian Schoen at 1050 N. Mills Ave. Box #920, Claremont, California, 91711. E-mail: [email protected] NOTE-TAKING, CONTEXT, AND MEMORY 2 Abstract Both electronic note-taking (typing) and traditional note-taking (handwriting) are being utilized by college students to retain information. The effects of the method of note- taking and note-taking context were examined to determine if handwriting or typing notes and whether a lecture context or a textbook-reading context influenced retention. Pitzer College and Scripps College students were assigned to either handwrite or type notes on a piece of academic material presented in either a lecture or textbook context and were given a test to assess their retention.
    [Show full text]
  • Learning and Memory Strategy Demonstrations for the Psychology
    LEARNING & MEMORY 1 Learning and Memory Strategy Demonstrations for the Psychology Classroom Jennifer A. McCabe Goucher College 2013 Instructional Resource Award recipient Author contact information: Jennifer A. McCabe Department of Psychology Goucher College 1021 Dulaney Valley Road Baltimore, MD 21204 E-mail: [email protected] Phone: 410-337-6558 Copyright 2014 by Jennifer A. McCabe. All rights reserved. You may reproduce multiple copies of this material for your own personal use, including use in your classes and/or sharing with individual colleagues as long as the author’s name and institution and the Office of Teaching Resources in Psychology heading or other identifying information appear on the copied document. No other permission is implied or granted to print, copy, reproduce, or distribute additional copies of this material. Anyone who wishes to produce copies for purposes other than those specified above must obtain the permission of the author. LEARNING & MEMORY 2 Overview This 38-page document contains an introduction to the resource, background information on learning and memory strategies, a summary of research on undergraduate student metacognition with regard to these strategies, and a collection of classroom demonstrations that allows students to experience real-time the effectiveness of specific learning and memory strategies. References are included at the end of the document. Table of Contents Page I. Introduction 3 II. Background Information on Strategies and Metacognition 4 III. Classroom Demonstrations of Learning and Memory Strategies 5 A. Deep Processing 6 B. Self-Reference Effect 10 C. Spacing Effect 12 D. Testing Effect 16 E. Imagery 17 F. Chunking 22 G.
    [Show full text]
  • Developing Learning Skills
    DEVELOPING LEARNING SKILLS 13.1 Introduction 13.2 Objectives 13.3 Learning Skills 13.3.1 Stages in the Process of Learning 13.4 Learning Styles 13.5 Learning strategies 13.6 Strategies for Reading with Comprehension 13.6.1 Meiamemory 13.6.2 Metacognition 13.6.3 Metacomprehension 13.6.4 Strategies Used by Skilled Readers 13.7 Study Skills 13.7.1 Note Taking 13.7.2 Underlining 13.7.3 Marginal Comments and Coding Systems 13.7.4 Summarising 13.8 Problem-solving Strategies 13.8.1 Algorithms 13.8.2 Heuristics 13.9 Teaching Thinking Skills 13.10 Let Us Sum Up 13.11 Unit-end Activities 13.12 Answers to Check Your Progress 13.1 INTRODUCTION With rapid social change and technological advancement, education is becoming more accessible to people at their convenience in terms of time, place and pace, through the open learning ! system. Through (OLS) people are becoming more responsive towards education. In any system of education, learning outcomes and students achievement is of major concern as these are thought to be the determinants of evaluative aspect of education. Though the academic achievement of students depends on various factors such as the students desire to I learn, instructional strategies, study materials, students' study skills, etc., the learning skills of students are thqught to play an important role in the academic achievement. ResearChes focusing on students' learning skills and difficulties in learning from text have found that most students do not have appropriate and efficient strategies necessary for learning on their own. Students generally need guidance.
    [Show full text]
  • Three Schools of Thought About Learning and Teaching © Syda Productions/Shutterstock.Com © Syda
    CHAPTER 4 Three Schools of Thought about Learning and Teaching © Syda Productions/shutterstock.com © Syda The Cognitive School of Thought The Behavioral School of Thought Information Processing Contiguity Meaningful Learning Classical Conditioning Cognitive Approaches to Teaching and Operant Conditioning Learning Observational Learning The Humanistic School of Thought Behavioral Approaches to Teaching Beliefs of the Humanistic School Is There a Single Best Approach to Student Learning? Humanistic Approaches to Teaching and Learning Some Final Thoughts CONVERSATION STARTERS How do kids learn best? There are several points of view about how children learn best. One is that kids learn best when teachers utilize what is known about learning—how new information is taken in, processed, stored, and retrieved. Teachers should understand the mental processes of learning and put to use what is known about such things as attention, memory, and the ways information can be made more understandable. A second perception suggests that learning improves when the classroom is more humane and when the school is made to fi t the child, rather than the other way around. This school of thought about learning values children having good self-concepts and being secure, treating each other with respect, and providing for individual student needs. The third view contends that learning is best accomplished when teachers know how to alter the learning environment to encourage learning. Among other things, teachers should present what is to be learned in smaller chunks, help learners associate what is to be learned with what they already know, provide more practice, and reward learners when they do things correctly.
    [Show full text]