Download e-book for kindle: Supporting Lifelong Learning: Perspectives on Learning and by Julia Clarke, Ann Hanson, Roger Harrison, Fiona Reeve

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Additional info for Supporting Lifelong Learning: Perspectives on Learning and Teaching (Supporting Lifelong Learning, Vol. 1)

Example text

Then there is the ridiculous question of coverage. What shall the course cover? This notion of coverage is based on the assumption that what is taught is what is learned; what is presented is what is assimilated. I know of no assumption so obviously untrue. One does not need research to provide evidence that this is false. One needs only to talk with a few students. ’ I immediately think of my experiences in Australia long ago. I became much interested in the Australian Aborigines. This is an edited version of an article previously published in Humanizing Education, 1967, Alexandria, VA: Association for Supervision and Curriculum Development.

I have tried to make plain that individuals who hold such attitudes, and are bold enough to act on them, do not simply modify classroom methods – they revolutionize them. They perform almost none of the functions of teachers. It is no longer accurate to call them teachers. They are catalysers, facilitators, giving freedom and life and the opportunity to learn, to students. I have brought in the cumulating research evidence that suggests that individuals who hold such attitudes are regarded as effective in the classroom; that the problems that concern them have to do with the release of potential, not the deficiencies of their students; that they seem to create classroom situations in which there are not admired children and disliked children, but in which affection and liking are part of the life of every child; that in classrooms approaching such a psychological climate, children learn more of the conventional subjects.

Break material into manageable units; but hook each one on to other items of learning. Make relevant to students’ needs for motivation. Be aware of students’ intentions. Students to set goals. Start where they are, not necessarily at the beginning. Do activity now, not prepare for it in the future. Be aware of different learning styles; build up learning skills. Relate new material to existing experience and knowledge. Be sensitive to range and use of experience. Discovery learning; students to be active, not passive recipients.

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