Teaching and Learning

Introduction

Now that I have structured the workflow of the project by means of selecting a suitable methodology, it is necessary to look at the potential pedagogical factors that are present both within the school and the proposed solution. To design and successfully implement any system aimed at improving teaching and learning such as a Virtual Learning Environment, it is first necessary to gain an understanding of how pupils learn and how teachers teach. The following sections give a brief overview of popular learning theories and teaching techniques. As many Virtual Learning Environments are designed to embrace social constructivism, particular emphasis has been paid to learning and teaching via social constructivist methods.

Teaching via Direct Instruction

The direct instruction method of teaching is the classic method of teaching were the teacher is the absolute authority on the subject and the learner is simply expected to remember what they are told. This view of learning assumes that knowledge can be imparted from teacher to learner through instruction and lecture. Generally, knowledge is dictated to the learner with no allowance for student interaction and indeed as Dirks states "The learner was commonly penalized for too much variation from the text." or for questioning the facts.

Although still used in some subjects like mathematics where the learning of rules, formulas, sequences and fundamental facts are paramount, this style of teaching is ineffective for high level subjects where analysis and evaluation are expected.

Teaching via Indirect Instruction

The indirect approach to teaching is where learners are presented with materials, objects and exercises that help them go beyond the simple facts they have be taught. This technique drives the learner to underpin the knowledge they have gained through independent practical research and experimentation, and also allows them to develop advanced analysis and thinking skills.

Teaching via Social Constructivism

With teaching via direct or indirect instruction the teacher is always considered a major driving force in the learning process. To teach in a socially constructive manner, a teacher must adopt a more backseat role as a guide. Doolittle indicates that eight factors are essential in constructivist pedagogy. These are;

• “Learning should take place in authentic and real-world environments.”
• “Learning should involve social negotiation and mediation.”
• “Content and skills should be made relevant to the learner.”
• “Content and skills should be understood within the framework of the learner's prior knowledge.”
• “Students should be assessed formatively, serving to inform future learning experiences.”
• “Students should be encouraged to become self-regulatory, self-mediated, and selfaware.”
• “Teachers serve primarily as guides and facilitators of learning, not instructors.”
• “Teachers should provide for and encourage multiple perspectives and representations of content.”

Dirks highlights 5 key support activities that a teacher is expected to undertake to assist the constructivist learning process.

• “Ensure alternative perspectives are accessible readily to students.”
• “Establish a conducive environment and encourage the student to empathetically enter the alternative perspectives.”
• “Provide access to the conversation of the knowledge community.”
• “Enable the social environment in which cognitive interactions and dialogic processes can evaluate the alternatives.”
• “Provide incentives to encourage learners to complete the knowledge construction process.”