The Student
It should be the first thing on any learning list. Students are often ranked behind methods when you are dealing with learning. However, the methods must revolve around the students. The strengths and weaknesses of the student, as well as their experiences, should be taken into account when you are trying to figure out how they should be taught. Now that we have the beginnings of a cast for our stage, lets see what else should be included. [ Back to the top | Next Topic ]
New Experiences
There should always be something new offered up when someone is learning. Ideas, situations, alternate opinions, and methods should be varied in order to keep the students interested. Although repetitive instruction can make memory records stronger, there is little gained by beating a dead horse. Diversifying instructional methods and examples has the added benefit or reaching students whom may have difficulty learning the desired information the first time. For those who did get on the first go round, they learn more and gain a chance to increase the depth of their understanding. [ Back to the top | Next Topic ]
Motivation
Students, like actors, tend to perform better if they can find some reason for learning. With motivation, students tend to have more patience to keep learning when it becomes difficult. Frequently students ask, "When I am ever going to use this?" It is important that you teach them the purpose of their new knowledge. By allowing them to understand why they are being taught certain things, students will be less likely to ignore future instruction. If there a good reason for knowing something it's going to be worth the student's time. [ Back to the top | Next Topic ]
Time
Time is needed for the actual learning to occur. It is also essential, that the time spent learning is well spent. Learning should take place in a period of time appropriate to the task. Even a highly motivated student will give up trying to learn something new if they feel their time is being wasted. Badly planned instruction, awkward equipment, interruptions, or unreliable resources can make learning more burdensome than it need be. [ Back to the top | Next Topic ]
Adequate Transmission of Knowledge
While learning does not require direct instruction, it is important that new memory records are being stored. Confusing or inappropriate instructional methods often cause difficulty in transmitting information. When learning from books or experiences, information must be clearly presented such that it is not discouraging to the learner. Time spent deciphering information can take away from the time needed to process the information. [ Back to the top | Next Topic ]
Understanding of Needed Prior Knowledge
When something is learned, comprehension when required background information is already understood. It is difficult to understand a lecture about cheese making if the lecturer describes the process using jargon unfamiliar to the learner. If they can not even comprehend the meaning of the instruction, there is little reason for the learner to attend the lecture at all. In a situation where the learned information is coming from a computer, learning is only possible, if needed computer skills are already present. [ Back to the top | Next Page ]
This page was constructed by Peter Macedo, last modified on December 14, 1997.
If you have any comments please contact me: [email protected].
