Image from KimP’s blog
Is learning an outcome? Is it a process? Here are some interesting reads about the debate.
Pick up a standard psychology textbook – especially from the 1960s and 1970s and you will probably find learning defined as a change in behaviour. In other words, learning is approached as an outcome – the end product of some process. It can be recognized or seen. This approach has the virtue of highlighting a crucial aspect of learning – change… continue reading
Picture the scene. You walk into the reception area of your local primary school and you see the wonderful displays of artwork created by the children. There are paintings and drawings, and there are mobiles and models made from cardboard, silver paper and other materials, all resplendent in their vibrant colours. It is a bright celebration of learning and it showcases the creative talents of the children. Or does it? What about the children who are not as good at expressing themselves through painting or sculpture? Where are their pieces of artwork? … continue reading
When learning is viewed as a product, and the same performance measure applies to all students, learning facilitation can be reduced to cookie-cutter teaching: same pieces of information and instruction are seen sufficient for all students. This is also visible in classroom practices: proving students with a template and asking them to copy that – whether it is an “art” project, notes, homework, an essay or anything else. There is not much room for individualization or differentiation, because the products are seen as the measure of learning – which of course is not reality, but may satisfy administrators and policymakers… continue reading
When learning is seen as a product, the emphasis of the learning-teaching interaction is in instruction – and the thinking behind comes from the idea of students only learning when the teacher is instructing them, and only what they have been taught. The reality is different, as any curriculum leader can tell you… continue reading