The Concept of Learning - Essay Example

Teaching and Learning Teaching and Learning The concept of learning is backed up by a lot of benefits both to the educators and the learners. In the work complied by Modell (1996), a great percentage of educators are usually eager to impart knowledge on the learners. Studies also indicate that, numerous educators are normally satisfied with the fact that their learners are able to understand the new concepts being relayed in the classroom. With this mind, it is however important to note that all forms of learning should improve the learners behaviour, improve their existing skills and knowledge. It is, therefore, the responsibility of the educators to ensure that they structure their pedagogical methods in such a manner that is interesting and appealing to the learners. It would be more beneficial if the learning process is learner centered. This method would allow for an all inclusive classroom where all the learners’ exceptions are met. The teaching and learning process is an intricate one that places almost all the responsibilities on the teachers. Being in front of the classroom, the educators must be keen to select the best teaching methodologies appropriate for the learners’ abilities. It is obvious that an interesting teacher has massive impacts on the learners as compared to one who relies on the lecture method to impart knowledge (Malik, 2011). The theories of learning, particularly the constructivism theory have been of great benefit in the teaching and learning process. It is evident that researchers in the field of education have been on the move to devise theoretical approaches that would be useful in the classroom setting. This leads to an interpretation of the fact that various theories have indeed found their way to the practical aspect of education. Learners have been incorporated in the classroom setting through engagement in the learning process as well as responding to the concepts being taught (Hubber & Tytler, 2004). It is important that educators change the notion of the insustainability of the theories of learning by virtue of provision of limited evidence. Though they do not reject the theory, it would be imperative that they apply the concepts of these theories in learning due to the relevance of the same. It is clear that the implications of these theories are not evident in the learning environment. Research conducted by educational analysts indicates that though a lot of educators do not accord much relevance on the theories by the analysts in the educational field, their works are still relevant in the learning process. Methods of gaining feedback Interviews No form of learning can be successful without gaining feedback from the learners. One of the methods of gaining information from the learners is through interviews. Through interviews, the educators have been better placed to have an understanding on the learner’s understanding on concepts taught. Interviews have also been credited for their ability to weigh an understanding of concepts taught in Science. Educators are advised to come up with questions that categorically test the understanding of the subjection under study. A good example of interviews is interviews on the learners’ insight and understanding on directions in a test. Through interviews, instructors are able to have precise data and data on the learners’ response. The educators will be in this case spared from a situation whereby they will be forced to rely on informal interviews in the classrooms. At times, the information given by the learners is usually not correct, since the information may be collected in a group. It is, however, recommended that the educators take time to come up with the questions that need to be answered. It might take too much time to structure the questions, since large classrooms are a bit tricky whilst using this method. Concept mapping/concept cartoons In the study conducted by McClure, Sonak & Suen (1999), concept mapping is yet another method used by educators to acquire information form the learners. This is a method used by the educators to instill the learners into discussions and asking questions on what has been going on in the classroom setting. During these sessions, the educators are able to collect information on their learners’ levels of understanding at different stages of learning. This method is far much better than the interviews since the learners are grouped into smaller categories and dealt with in groups as compared to the interviews which are not taken seriously. Nonetheless, the search for the most suitable methodologies for attaining feedback is still ongoing. This will allow the students have an easier time giving responses to their educators. It is palpable to indicate that the concept mapping methodology allows the educators have an understanding on the need to develop learners’ understanding on the concepts taught. The level of understanding of the learners is boosted through improvements on the teaching methodology by the educators. This is to mean that the educators are able to collect a considerable amount of information that helps build the learners’ knowledge. Since learning refers to an amalgamation of several concepts, this form of feedback aid both parties have a clue on what to modify and what not to discourage. Concept mapping can be useful at times in the teaching and learning process (McClure, Sonak & Suen, 1999). Nevertheless, that depends on the educator’s will and the nature of their learners. Science lessons would indeed be useful in the teaching of Physics and Biology. A notable example is the water cycle that can be taught through concept mapping. Conversely, concept mapping may confuse the learners; thus, most of them end up getting mixed with the whole concept. The concept also makes a lot of assumptions on the transmission of the concepts to the learners. Diagnostic Tests Diagnostic tests have been used as a method of collecting feedback from learners through a set program. According to the research conducted by Edwards (1997), diagnostic assessments enable the educators collect information on the concepts taught in an easier manner. In the case of Mathematics, diagnostic assessments will be extremely useful for the learners. In the course of the learning process, it is recommended that the educators come up with diagnostic assessments throughout the learning process, so as to deal with tough questions in the course. Assessments are a form of learning, in that they ensure that the learners are motivated to think through various concepts portrayed in the classroom. However, a lot of educators have assumed the viability of diagnostic assessments in teaching. This does not consider the roots of effective learning process through assessments. Practicality is advocated in learning, and this can be done through administration of diagnostic assessments. A deprivation of assessments means that the educators are not able to clearly assess the place of their learners in the learning program and more specifically, what needs to be emphasized. Conclusively, it is justifiable to argue that teaching and learning is a product of many teaching methods. This allows the educators assess the learners’ preference, what to improve and what to emphasize whilst teaching. It is, however, important that the educators weigh the strengths and weaknesses of all the methods in the learning environment, so as to assess which one is more suitable than the other. For instance, the weaknesses of the time consuming aspects may be replaced by concept mapping, or the credibility and validity issues of diagnostic tests may be neutralized by interviews and vice versa. References Edwards, P. (1997). Just How Effective is the Mathematics Diagnostic Test and Follow-up Support Combination? Journal of Teaching Mathematics and its Applications, 16(3), pp.118 – 121. Hubber, P. & Tytler, R. (2004). Conceptual change models of teaching and learning. The art of science teaching. Perth: Allen and Unwin. Malik, S. (2011). Active Lecturing: An Effective Approach for Large Classes. 2011 International Conference on Social Science and Humanity IPEDR vol.5 (2011). Available at: http://www.ipedr.com/vol5/no1/46-H00098.pdf McClure, J., Sonak, B. & Suen, H. (1999). Concept Map Assessment of Classroom Learning: Reliability, Validity, and Logistical Practicality. Journal of research in science teaching. J Vol. 36, no. 4, pp. 475–492. Modell, H. (1996). Preparing students to participate in an active learning environment. Am J Physiol Adv Physiol Educ 1996.270: S69–S77. Read More