Educational programs must be based upon the learners' involvement in their own learning processes
Elementary School Teacher. Jeffrey High photo.
Part Three of a Seven Part Series
by Norman W Wilson, PhD
One of the surest and fastest ways to lose a student’s interest is to stand in front of the class and spew forth data that he or she is expected to regurgitate on a test. Little if any learning takes place in such an environment. How to get students involved in their own learning processes should be a focus of every teacher training program.
The following illustration demonstrates one way of getting students involved in their own learning processes. The teacher in this instance serves as a learning facilitator or manager. The topic, chosen by the teacher, is the American Civil War. Prior to the actual day of the new topic’s presentation, the teacher should create a bulletin board containing civil war photos arranged in an eye-catching display. Have a table with books on the Civil War with a sign inviting students to look them over. In the old days, this was called motivating the lesson.
The teacher begins the lesson by asking a question, one that requires more than a yes or no response. Questions like these: What were the causes of the the Civil War? Who started the Civil War? When was the Civil War fought? Some answers may be given; maybe not. Here’s the kicker question: How may we find out the answers to these questions? Any volunteers?
Next, divide the class into small manageable groups, asking each group to generate five questions they would like to have answered about the Civil War. Arrange for class time to begin researching answers to the student generated questions. Take the class to the library or computer center. Once they have gotten involved, have them complete the tasks as homework.
Bring the groups back together, giving instruction on presenting a group report. Then give the students time to prepare their group report. This may take two or more class periods. Then schedule the reports, providing time for asking questions and class discussion.
Some educators may complain this takes too much time, especially since the actual instruction time is not 55 minutes. Roll call, absentee reports, returning of student papers, and announcements take a heavy toll on class-teaching time. That leaves maybe 35 minutes of learning time. However, I remind you that the goal is to get the students involved in their own learning processes, not the accumulation of data.
The approach varies, depending upon the subject matter. The technique for giving students ownership in their learning processes varies depending upon the subject matter. A math teachers approach differs from that of the social studies, English, or science teachers.
Article four tackles the issue of behavior.
