Mr Hoey
What has learning to do with teaching?
‘Learning’ and ‘teaching’ are perhaps perceived by many as relatively straightforward terms, which, when collaborating the processes together seemingly construct a logical formula for success. Learning can be clearly defined as: ‘the acquisition of knowledge or skill’, whilst teaching can be identified as: ‘to impart knowledge or skill to somebody by instruction or example’ (Encarta 1998). On the contrary, some may consider learning and teaching complex and controversial terms which are defined, read and argued in innumerable ways as many theorists debate. For example, learning can be perceived as an ever evolving and adapting process in which all individuals learn through diverse methods; however, it can be problematic as some individuals have a great difficulty not knowing exactly how to learn. There are numerous processes of teaching and learning that is demonstrated throughout a broad range in society; an individual can be taught key practical and verbal skills consisting of how to drive, swim, talk and walk etc.
However, this essay will primarily explore the relationship between learning and teaching within the school environment and will predominantly focus on Watkins (2003) ‘Learning: a sense makers guide’ theory consisting of three debatable models for learning: ‘learning is being taught’ (LBT), ‘learning is individual sense-making’ (LIS) and ‘Learning is building knowledge as part of doing things with others’ (LBKO). This essay will also investigate if these models for learning are effective learning processes and distinguish whether or not they can all be utilized collectively within single lessons to maximise learning efficiency and development. Watkins (2003: 10) discusses how the ‘LBT’ learning process is the dominant model utilized in schools, however, argues how it shifts the attention more on the teacher rather than the learner which restricts the full capacity of learners’ development. Biggs (2003)
‘Learning’ and ‘teaching’ are perhaps perceived by many as relatively straightforward terms, which, when collaborating the processes together seemingly construct a logical formula for success. Learning can be clearly defined as: ‘the acquisition of knowledge or skill’, whilst teaching can be identified as: ‘to impart knowledge or skill to somebody by instruction or example’ (Encarta 1998). On the contrary, some may consider learning and teaching complex and controversial terms which are defined, read and argued in innumerable ways as many theorists debate. For example, learning can be perceived as an ever evolving and adapting process in which all individuals learn through diverse methods; however, it can be problematic as some individuals have a great difficulty not knowing exactly how to learn. There are numerous processes of teaching and learning that is demonstrated throughout a broad range in society; an individual can be taught key practical and verbal skills consisting of how to drive, swim, talk and walk etc.
However, this essay will primarily explore the relationship between learning and teaching within the school environment and will predominantly focus on Watkins (2003) ‘Learning: a sense makers guide’ theory consisting of three debatable models for learning: ‘learning is being taught’ (LBT), ‘learning is individual sense-making’ (LIS) and ‘Learning is building knowledge as part of doing things with others’ (LBKO). This essay will also investigate if these models for learning are effective learning processes and distinguish whether or not they can all be utilized collectively within single lessons to maximise learning efficiency and development. Watkins (2003: 10) discusses how the ‘LBT’ learning process is the dominant model utilized in schools, however, argues how it shifts the attention more on the teacher rather than the learner which restricts the full capacity of learners’ development. Biggs (2003)
Bibliography: Biggs, J. (2003) ‘Teaching for quality learning at university’, Buckingham: Open University Press. Bruner, J. (1978) ‘The role of dialogue in language acquisition’, in Sinclair, A., Jarvella, R., and Levelt, W Dubin, R. (no reference in, Watkins 2002) in Biggs, J. and Moore, P. The Process of Learning, Englewood Cliffs NJ: Prentice-Hall. Gauvain, M. and Cole, M. (1997) ‘Readings on the Development of Children’, in Piaget, J. ‘Development and learning’, New York: W.H. Freeman and Company. Microsoft (1998) ‘Encarta World English Dictionary’ Microsoft Corporation. Smith, M. (2003) 'Learning theory ', the encyclopedia of informal education, [Online], Available: http://www.infed.org/biblio/b-learn.htm Vygotsky, L. (1978) ‘Mind in society: the development of higher psychological processes’, in. Gillen, J. British Journal of Educational Studies, Vol. 48, No.2, June, pp. 183-198. Watkins, C., Carnell, E., Lodge, C., Wagner, P. And Whalley, C. (2002) Effective Learning, London, Research Matters. Watkins, C. (2003) Learning: a sense-maker’s guide, London, Association of Teachers and Lecturers