Progressive inquiry

Progressive inquiry

 Introduction:

 Chapter 5 discusses the brain and how learning and experience contribute to

It’s development. The chapter opens with the anatomical study of the brain and then indulges into how learning organizes and re-organizes it. How different parts may be ready to learn at different times also forms part of the discussion in this chapter.

   There is much interest in people regarding the neuro-development of children and babies, and the effects of early experiences and learning. Researches and studies in fields of neuroscience, cognitive psychology and developmental psychology are avidly being carried out. Evidence from all such studies and researches coalesces to form a rather clearer image of how intellect develops. The chapter discusses how the use of latest and modern imaging techniques, namely FMRI and PET, make observation of human learning processes in the brain easier.

   The introduction of the chapter also contains the common misconceptions that are born when these research findings are applied to education. The chapter also discusses the importance of instruction and learning in a child’s psychological and brain development and how interaction with the external environment is essential for such development.

On the other hand chapter 6 has taken a detail review of the effects of new knowledge on the learning environments, e g schools.

Advancement in the science of learning raised points about the learning environments, the value of rethinking what is taught, how it is taught, and how it is assessed.

This chapter mainly concentrates on the general characteristics of learning environment that to be examined in light of new developments in the science of learning.

The discussion started by considering a point raised in chapter 1- that the learning goals for schools have undergone major changes during the past century.

 New goals for education require changes in opportunities to learn. After this discussion design of learning environment may be changed in four perspectives about human learning;

·        Learner centered

·        Knowledge centered

·        Assessment centered

·        Community centered

Before carrying on further, let’s first briefly skim through the history of education

The history of education: Its part of the past and present teaching and learning. Each generation, since the beginning of human existence, has sought to pass on cultural and social values, traditions, morality, religion and skills to the next generation.

The history of the curricula of such education reflects human history itself, the history of knowledge, beliefs, skills and cultures of humanity.

Universal education of all children in literacy has been a recent development, not occurring in many countries until after 1850 CE. Even today in some parts of the world, literacy rates are below 60 percent (for example, in Afghanistan, Pakistan, Bangladesh). Schools, colleges and universities have not been the only methods of formal education and training. Many professions have additional training requirements and in Europe, from the middle ages until recent times, the skill of the trade were not generally learned in a classroom, but rather by serving an apprenticeship.

Now a day’s formal education consists of systematic instruction, teaching and training by professional teachers. This consists of the application of pedagogy and the development of curricula.

History of Formal education in ancient civilizations

In many early civilizations, education was associated with wealth and the maintenance of authority, or with prevailing philosophies, beliefs, or religion.

The following videos consider the example of the history of American education:

http://www.youtube.com/watch?v=yiLgzZAzSJU&feature=related

http://www.youtube.com/watch?v=dyeRZnmcYGc&feature=player_embedded#!

 Last century when the school was established and the system was running, the way of teaching was completely on teacher based.

With the inception of 21^st century there has been drastic change in the field of education. Methodology of teaching diversified from teacher based to student centered learning, community and assessment based.

Now the scenario has changed. http://www.youtube.com/watch?v=YY33daWjRIY

Differences between SCL and Traditional Learning:

TRADITIONAL	STUDENT-CENTRED
·        Tutors seen as ‘Fountains of all knowledge’	·        Tutors seen as having ‘Facilitator’ role
·         Students adopt passive role	·         Students adopt active role
·         Tutor led ·         Student taught to set syllabus	·         Student led ·         Negotiated curriculum
·         Fixed semesters/terms	·         Flexible study pattern
·         Learning restricted to classroom	·         Learning not restricted to classroom: time, pace, place
·         Set classes each week	·         Group learning via action learning
·         Didactic	·         Utilize range of teaching methods

What is student centered learning?  

Here is a link to an informative video about student-centered learning :

 http://www.youtube.com/watch?v=Sv7p7BaJom4

There are many definitions of student centered learning the essence is encompassed in the following:

   “Student centered learning describes ways of thinking about learning and teaching that emphasis on student responsibility for activities such as planning learning, interacting with teachers and other students, researching and assessing learning.”     (Cannon,2000)

Student responsibility and independence help to develop characteristics of lifelong learners-motivation, self-evaluation, time management and the skills to access information. Research in student learning underscores the importance of concentration on what learners do, and why they think they are doing it, rather than what the teacher does. (Biggs1990, Biggs1999, shuell1986).

“ With student-Centered learning, students are responsible for planning the curriculum or at least they participate in the choosing…the individual is 100% responsible for his own behavior, participation and learning” (Brandes,Ginnis 1986:12)

“I know I cannot teach anyone anything. I can only provide the environment in which he can learn….” (Carl Rogers 1969)

SCL also known as:

·        Flexible learning

·        Independent learning

·        Open/distance learning

·        Participative learning

·        Self-managed learning

Problem based learning is an outstanding example of student centered learning in higher education.

Different aspects and styles of teaching can be placed along the following continua:

Teacher centered activity                                   Student centered activity

Transfer of knowledge                                        Understanding of concepts

Coverage of content                                          students as questioners and problem solvers

Giving knowledge                                                  searching for knowledge, thinking for the

                                                                                   themselves

The best example of student-centered learning is Open University:

The Open University:

·        Case Study showcases best practice in using student centered learning

·        Has successfully used flexible approaches, advanced technology, tutor input and support to reach the widest possible student audience around the world since the granting of its Royal Charter in1969.

·        Is the largest business school in Europe and enrolls around 25,000 students on an annual basis.

Why focus on student-centered learning?

 “ To say that the purpose of colleges {universities} is to provide instruction is like saying that General motors’ business is to operate assembly lines or that the purpose of medical care is to fill hospital beds, we now see that our mission is not instruction but rather that of producing learning with every student by whatever means work best. (Barr and Tagg 1995)

In short by focusing on instruction rather than learning, universities have confused means with ends ( Barr and Tagg 1995) and created situations that promote the least effective methods for student learning.

Student-centered learning, while not new, has come into prominence because:

·        Mass:  Universities are no longer clearing to elite student populations.

·        Diversity:  We have large numbers of non-traditional and international students.

·        Competition:  We are competing for students as never before.

·        Employment:  There is great pressure to align the outcomes of universities education with useful generic skills and jobs.

·        Information explosion:  With the explosion of accessible information and knowledge, how people learn and manage information is becoming an essential outcome of a university education and some times more important than what they learn, especially when the shelf-life of information may be so short.

·        Research:  We have a growing understanding of how students learn.

What are learner-centered instructions? See the link blew:

http://www.youtube.com/watch?v=1bgNWewk5Xw&feature=related

The focus on student learning and responsibility means however, that teaching staff have an even greater responsibility for providing learning outcomes, assessment and evaluation that sport the students as independent learners.  

Conclusion:                                                                      

Why did I choose this topic? After reading chapter 5-6 from the book (How people learn) I realized that student-centered learning is much better than the old method of learning. I decided to apply in my students of GR 11 and 12.  It was very successful in many ways, e.g. students participated with great interest and even some slow and shy learners spoke. During the collaborative work active students were giving help to the slow learners and they were getting the confidence. I think it was the great achievement.

At the same time, there were some problems faced as well e.g. students attention was easily diverted from the goal. Also, students were not used to of this method of teaching and tried their best to cope up with the syllabus. To accept the new ways is always difficult, teachers are also not trained in that way. Parents are also not aware of this way of teaching, they thought this is wastage of time or if schools are changing their way of teaching so why we spend so much money on buying books? This is a great debate which is going on among the parents, teachers and students especially among the south Asian’s people.

Anyhow it’s a great experience for me and my students. We hope with the passage of time and by gaining experience and learning, this way of teaching will improve.  

Reference:

·        Kendall D,Murray J,Linden R   2004 Nelsoneducation

·        www.education in ancient civilizations

·        Formal education in the middle ages (500- 1600AD)

·        www.adeiaide.edu.au

·        Biggs 1990, 1999, shuell 1986

·        Brandes, Ginnis 1986: (A guide to student centered learning)

·        Carl Rogers 1969 (Freedom to learn)

·        www.student centered learning (The uk experience)

·        YouTube. ancient history of education

·        Mclean 1997 and educational Initiative center 2004