Using Varied Learning Environments for Deeper Learning and Student Mastery of Complex Content
2015; Volume: 81; Issue: 3 Linguagem: Inglês
ISSN
0011-8044
Autores Tópico(s)Educational Strategies and Epistemologies
ResumoThe authors explore the use of varied learning environments for deeper learning of complex content and present a strategic approach to designing learning environments around three criteria: essential subject-matter concepts, deeper-learning criteria, and the characteristics of highly effective environments. The authors explore these criteria, suggest how teachers can use a matrix to analyze a proposed environment, and show how such analysis of the TEx^sup 2^ approach to financial literacy illustrates creation of a varied learning environment that will improve student mastery of the personal finance portion of the high school social studies curriculum.Varied Learning EnvironmentsOver the past two decades, teachers realized the power of using varied learning environments to meet the needs of diverse learners. Teachers use language-rich environments to stimulate learning for developmentally delayed children, culturally sensitive environments to assist second-language learners in developing English as the primary academic language, and structured and focused environments to scaffold the learning process for students with disabilities. Teachers construct and use authentic learning environments to prepare students for transition to the workplace and to increase learning retention for nontraditional students. Teachers use technology-based learning environments to deliver personalized learning, to offer advanced courses to students in sparsely populated areas, and to determine the progress of all students in mastering curriculum standards.Although varied learning environments are frequently used to meet student needs, sophisticated environment modifications can be used to deliver customized instruction, support pedagogical preferences, or teach complex subject matter content (de PutterSmits, Taconis, & Jochems, 2013; Hurtado, & Guillermo-Wann, 2013). Environment variations can be designed to enhance depth of content, augment instructional processes, or expand the range of student learning outputs.Essential subject matter concepts. Teachers who wish to design and implement learning environment variations to enhance depth of content or improve student learning should examine the extent to which the selected curriculum content contains essential concepts and skills. Evidence from school practice indicates that selection of content that contains a large number of critical or hard-to-master concepts results in a parallel increase in the impact of the well-designed varied learning environment on student mastery of the content. Designing a varied learning environment for nonessential course content has limited impact on student performance.Highly effective learning environments. Similarly designing varied learning environments around characteristics found in highly effective learning environments results in a parallel increase in the potential impact on student performance. In a highly effective learning environment, teachers encourage inquiry and students use guiding and probing questions to uncover additional knowledge regarding the concept being discussed (Hurtado and Guillermo-Wann, 2013; OECD, 2009; Walsh and Sattes, 2005, 2003). Ultimately, through inquiry, questioning, and discussion, students thoroughly examine, connect, transfer, and apply concepts in meaningful ways.When course content contains essential concepts and the characteristics of highly effective learning environments are addressed, teachers are well-positioned to design a learning environment to enhance the delivery and mastery of expanded or complex course content. One promising approach to content and curriculum enhancement that incorporates these two critical factors is a process called deeper learning.Deeper LearningDeeper learning is defined as developing student mastery of rigorous academic content and cultivating expertise in understanding what is learned, knowing when and how to use knowledge and skills, and developing the ability to transfer what is learned in one situation and successfully apply it to another situation (Hewlett Foundation, 2012; Pellegrino 8C Hilton, 2012). …
Referência(s)