Pedagogical Implications

Students learn in different ways

It is important to recognise differences among learners and adapt methods and materials to negotiate with different cognitive processes and learner preferences. The same learner may also apply different learning strategies to different tasks. The nature of the task clearly influences the strategy adopted. A serialist procedure may be adopted, for instance, in acquiring basic skills and information (e.g. learning formulae and procedures) while a holist one is called for in interpretation, evaluation and adaptation of information. Likewise, tactile rather than aural learning may be more effective with certain learning tasks.

Similarly in response to various factors (e.g. individual habit and propensities, nature of the task), students may adopt the ‘deep’ or ‘surface’ approach. For instance, where mastery of facts is of paramount importance, surface processing is likely to be encouraged. If the concern is with covering the syllabus, there may be less opportunity for learners to explore at a deeper level.

Learning must be active and meaningful to the learner

This encourages true mastery and retention. As much as is feasible, there should be student involvement in decisions affecting the outcome of learning (e.g. offer at least some choice over the content of assessed work).

The learner must take responsibility for his/her learning

It is possible to improve the quality of learning by actively encouraging awareness that individuals are responsible for their own learning.

Learners need to learn how to learn for themselves

Learning to be autonomous thinkers and learners is more important than ‘learning the facts’. Conventional expository methods, in which students are largely passive, do not nurture critical thinking and problem-solving skills.

Students develop as learners

Depending on the demands made and the guidance provided, learners evolve through successive stages to increased levels of sophistication17. Students need to and can be persuaded to make certain attitudinal changes in order to attain intellectual and emotional maturity. The following is a simplified scheme of development:

• The individual exhibits fairly naive and unquestioning acceptance; he/she conceptualises the world in terms of absolutes, right-and-wrong polarisations and the existence of ultimate truths known by the teacher.
• The individual perceives multiplicity of opinions, and may perceive them as more or less valid, but still subscribes to the belief that the teacher knows the best answer.
• The individual recognises that knowledge and values are relative, and engages in epistemological questionings and negotiations with plurality.
  

Student expectations are important

Students have certain expectations of their courses. Discrepancy between these and reality may result in dissatisfaction and loss of interest. It is helpful to provide at an early stage a fairly comprehensive description of the course, how it is to be taught and what is expected of the student. Information from students about their expectations may enable some adjustments and compromises to be made. This needs to be obtained early in the term rather than through the end of term student feedback exercise, and it may be effected quite simply by handing out 3” x 5” cards at the first meeting and asking students to state briefly their expectations.

16. Rogers. op. cit. p. 162.
17. W.G. Perry, Jr. (1968). Forms of Intellectual and Ethical Development in the College Years: A Scheme. New York: Holt, Rinehart & Winston. In a survey of Harvard and Radcliffe students, Perry identified a 9-position development.

Student Profile | How students Learn | Why Students Learn | Pedagogical Implications