Supporting Student Learning
Learning is not a spectator sport. Students do not learn much just by sitting in class listening to teachers, memorizing prepackaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences, apply it to their daily lives. They must make what they learn part of themselves.
CHICKERING & GAMSON, 1987
Reflection
Review these examples of student-centred approaches; how many are currently integrated into your practice?
- Choice of questions in exams
- Group discussions
- Reflective writing
- Poster design and presentation
- Field trips
- Problem-based learning
- Peer mentoring
- Role play
- Practical work
- Group work
- Resource/Case based learning
- Choice of essay titles
How We Learn
Active learning, put simply, is not passive, preferably not didactic and not mere note taking. Ideally it provides a shift from the teacher or facilitator ‘doing’ to the student ‘doing’. This intellectual labour may take any number of forms; from being physically active, to engaging ones’ senses, to eliciting verbal and cognitive responses, or establishing collaborative or co-operative endeavours.
Autonomous learning, also called student–centred learning, relates to this change in focus in the classroom, moving from the teacher to the student, or from the teaching to the learning. Student-centred learning is based on a constructivist theory, whereby each individual student constructs their own understanding based on their prior knowledge and current learning experiences (Kember, 1997). The concept of autonomous learning and what it means for both learners and lecturers is further developed in Student-centered learning: What does it mean for lecturers and students?
Introducing Educational Theory
The concept of educational theory is the embodiment of its purpose: application and the interpretation of education and learning. It is an umbrella term comprised of a number of theories, rather than any single all-encompassing explanation of how we learn and how we should teach. As such, it is affected by several factors, including theoretical perspectives and epistemological positions.
The process of learning focuses on what happens when the learning takes place. A learning theory is an attempt to describe what happens when we learn and how we learn. Although it is something we often take for granted, learning is a complex process which, according to Hill (2002), has two main functions: the first is that it provides us with the vocabulary and conceptual framework for interpreting the examples of learning that we observe; the second is that it directs us where to look for solutions to practical problems. While theories themselves do not give us solutions, they do direct our attention to those variables that are crucial in finding solutions for practical interpretation. Review the Theory to Practice table to see how these theories may impact your practice and inform approaches to supporting student learning.
Theory to Practice
| Theoretical Concepts |
Learning That emphasises... |
Teaching That emphasises... |
Assessment That emphasises... |
|---|---|---|---|
| Empiricist Behaviourist Associative |
Routines of organised activity Clear goals and feedback Individualised pathways and |
Task analysis of component units Clear instructional approach for each Highly focused set of objectives, |
Accurate reproduction of Component performance |
| Rationalist Cognitivist Constructive |
Conceptual development Ill-structured tasks and Opportunities for reflection |
Provide interactive environments and Encourage experimentation and the Coach and model thinking skills Frame learning outcomes in meta- |
Conceptual understanding Extended performance Processes as well as outcomes Crediting varieties of Development of self- and |
| Socio-historic Pragmatic Situative |
Participation in social Development of identities as Development of learning |
Creating safe environments for Supporting development of identities Facilitating learning dialogues and |
Crediting participation Extended performance Authenticity of practice Involving peers |
Based on Beetham (2004), Cullen et al. (2002), Koper’s (2001) Greeno, Collins and Resnick (1996)
Video - Supporting Student Learning
Watch our short presentation of tips and techniques for supporting student learning from our Teaching Toolkit Thursday series of webinars. NB: Please ensure you have cookies enabled on your browser to view the video. If you cannot see the video, go to your cookie preferences and allow targeting cookies.
References
- Chickering, A. W. and Gamson, Z. F.1987. Seven principles for good practice. AAHE Bulletin, 39: 3–7.
- Kember, David. (1997). A Review and Reconceptualization of the Research into Academics' Conception of Teaching. Learning and Instruction. 7. 255-275. 10.1016/S0959-4752(96)00028-X.
- Hill, W.F. (2002) Learning: A survey of psychological interpretation (7th ed), Allyn and Bacon, Boston, MA.