Case study journal - Essay Example

Article Evaluation Article Evaluation Introduction Effective learning is the center of schooling and a goal of every and teacher. It occurs when experience leads to a comparatively permanent transformation in people’s knowledge or behavior. However, it can only be achieved by designing useful learning environments in schools that are based on how people learn. Subsequently, many approaches have of late been developed in an attempt to make learning more effective. Some of these contemporary contributions include the introduction of the behavioral, cognitive, and constructivist teaching and learning strategies.

This paper explores the three learning and teaching strategies as discussed by as discussed in the book. Evaluation The book explains how effective learning among students is achieved. Collaboration is among the key elements that have been given much emphasis in this chapter. The author states that collaboration helps students to be receptive to challenging assignments, develop crucial skills in cooperation. It also builds a community of learners who are responsible for each other’s learning rather creating a competitive environment which alienates some students, particularly those who perform poorly in class (Willems & Gonzalez-DeHass, 2006).

Students’ engagement is also substantially improved by allowing students to learn in pairs or groups. Learning in groups requires them to share ideas and interact in an effective manner. However, accomplishing collaborative learning is faced with challenges such as inequities that exist in the social system of a classroom. In his case, students who perform well dominate groups formed during collaborative learning while poor performers are unable to convince other group members. According to the author, the main elements of effective learning include collaboration, self-regulation and constructivist learning.

Constructivism is categorized into two; physiological constructivism and social constructivism. Under physiological constructivism, people use information, help from other persons and from other resources to develop problem solving strategies and mental models, while Social constructivism makes people perceive learning as a participative activity Inquiry based learning and problem based learning are other effective approaches that improves the learning process. Inquiry based learning involves asking students guide questions that are related to the curriculum where by the chosen questions guide students towards a common understanding.

It also engages students in the inquiry by allowing them to make guesses and claims (Willems & Gonzalez-DeHass, 2006). Problem based learning on the other hand helps students gain flexible knowledge that they can apply in different walks of life unlike inert knowledge which is merely memorized and rarely applied. The approach also promotes intrinsic motivation in solving real problems, self-directed learning and collaboration. Students question and collaborate so as to get a solution to a problem (Willems & Gonzalez-DeHass, 2006).

It involves teachers orienting students to the problem, organizing them, assisting independent and group research, developing and presenting artifacts and exhibits, as well as analyzing and evaluating the problem solving procedure. Dialogue and instructional conversation as discussed by the theorist Vygotsky’s are also crucial elements of learning and understanding. For students to fully understand the concepts being taught, they require the scaffolding obtained from interacting with the tutor and other students.

Scaffolding in this context refers to the conception of learning and teaching that connects knowledge of the students with the teachers’ cultural and everyday experiences. Institutional learning on the other hand is merely a dialogue and it does not involve lectures. Another strategy that promotes learning and students motivation include cognitive apprenticeships. This technique involves learning by observing what other experts such as teachers are doing, getting external support through coaching, students receiving conceptual scaffolding, articulating students knowledge, exploring new approaches and reflecting on students’ progress (Willems & Gonzalez-DeHass, 2006).

It significantly promotes students’ critical skills which are essential in people’s daily life. In conclusion, effective learning among students is achieved by applying theoretical approaches such as collaboration, self-regulation and constructivist learning. Collaboration helps students to be receptive to challenging assignments, develop crucial skills in cooperation, share ideas and interact in an effective manner. Constructivism enables people to develop problem solving and perceive learning as a participative activity.

Problem based learning on the other hand helps students gain flexible knowledge that they can apply in different walks of life. Other learning techniques include dialogue, instructional conversation and cognitive apprenticeships. ReferencesTop of FormWillems, P. P., & Gonzalez-DeHass, A. R. (2006). Educational psychology casebook. Boston: Pearson/A & B. Bottom of Form