Importance of Understanding Learning for Teaching

1.0 Introduction

The output of any organization depends entirely on the learning process adopted for teaching and events experience. For the development of the staff and daily professional activities, the performance of individual is greatly enhanced through connecting practices to theoretical understanding of learning. In teaching process, the ability to understand learners learning behavior and ability is key towards achieving the overall objective of psychological education. Within the field of educational psychology, learning is defined as acquisition of skills and knowledge through study, teaching and experience of a given event. Getting the right type of outcome depends entirely on the learning activities chosen by the teachers. The best learning activity should be able to reflect on the learning process and what students do in learning something. According to the definition given by Campbell and Zazkis 2002, learning is a step-by-step process in which the learner experiences a permanent change in knowledge skills, behavior and ways of processing the world. In the process of learning and in education psychology, individuals can learn through active and constructive thought processes, observation and conditions.

The process of choosing learning process and approaches to be used in teaching depends entirely on teachers understanding of learners. The designers of curriculum ensure that the approach integrated within a learning institution consider the students behavior and their ability to improve the students’ quality of learning. The argument posted by Prosser and Trigwell suggest that different students have a unique perception of learning situation and what work well for someone may not apply to a different students (Elmore, 2018). As such, most of the teachers do integrated different approaches such as active and constructive thought processes, observation and conditions to help students in understanding different concepts. According to the result released by Mason 2012, the best type of approaches for teaching is that which allow the learner to interact with the environment in which they are in. most of the student ability to capture and retain information depends on the environment of exposure at childhood. Cognitive approach as will be observed in this paper result from the images of the scenario created by the student in his or her mind which improve the ability of the learner to understand the subject understudy and retain the information after learning.

1.1 Understanding Learning

While there different types of learning, it is important for the purpose of teaching to choose the best approach that can translate to great understanding of both simple and complex concept by the studnts.as observed in the definition of learning, the process of acquiring knowledge and skills for a change of behavior and view can be achieved through study, teaching and experience. Teaching as one of the way of improving the activities output require observational learning process integrated by other means of learning. As defined by Chan 2011, observation as one of the learning process does not require one’s experience but instead depend on watching someone else behavior while noting the consequences of the behavior depicted. In teaching of learners, while it is good to use theoretical approaches, the best type of learning which renovate well and immerse individual’s is that which entails observation (Chan, 2011). Most of technical subjects such as engineering require students to undertake practical as a way of improving their learning behavior and understanding the concepts. The ability of the students to have a clear understanding of complex concept depend on the prior exposure to the scenario in either their childhood or during the learning process. Based on the research done by (Campbell & Zazkis, 2002), those who have exposure and have a great mastery of the environment find it easy to grasp a concept and give teachers ease in delivery. Teaching as a way of impacting on learners’ knowledge and skills should be so seamless to the learners and this can only be achieved through observational learning. In observational learning, the process is so natural that students barely realize what is happening. It is one of the most recommended for kindergarten children since it is not only interesting, but also improve the retention ability of the learners.

Other than observational learning as an approach to learning and teaching, another type of learning which have been identified by educational psychology is cognitive learning. In this type of learning, teachers make the learners to use their active and constructive through processes to help them in creating an image of the subject understudy. According to the argument given by Viale 2012, cognitive learning is achieved through the use of learners’ memory or by practice enabling the students to recognize with the complex subject being studied. An example of cognitive learning as type of teaching entails showing the student to tell the time by looking at the clock. While the teacher have to tell the role of big and little hand of the clock, the learners are expected to practice telling the time until it is captured by the memory (Viale, 2012). As such, the cognitive learning process entail individual use of mind without involving physical motions and behaviors. Although this process of learning is internal and teachers barely understand what goes in one’s mind during the learning process due to its black box nature, the outcome of the learning should be able to match others understanding of the subject.

In some of the learning process, students use prior experience with the subject to predict the outcome. Learning through conditioning as outlined by educational psychologists can be grouped into classical and operant conditioning. In classical conditioning, the learners are made to associate a given object in the environment of learning with a prediction of what is likely to happen to happen next. In teaching, some of the teachers may involve rewarding the learners when they have excel in a given activity (Leonard, 2002). The result of this is coming up with a motivated learners and creating a condition which help the learners to excel in their activity. In using formulas for mathematical calculations, the learners are made to know which expression to use when a given concept such as the area of a circle is mentioned. While this sometimes require the learners to have a cognitive picture of the object, understanding the formula to apply is more of a condition created among the learners during teaching.

Operant condition as a way of helping learners entails making them understand that a given behavior is usually followed by a reward or punishment. As such, the learners keep doing activities which comes with rewards as oppose to those which result to punishment. Punishment in learning although has been counter-argued due to its implication on learners, the process of understanding learning as a process entails also understanding punishment as integral approach. Using punishment, learners are made to know that a given behavior or response might be met by similar approach and this reduces the likelihood of such behavior occurring again in future (Elmore, 2018). The overall result of this as have been witnessed in teaching is a change in human behavior and retention of this is a great knowledge necessary for producing a professional individuals. In teaching process, learners may be encouraged to ask a lot of questions if the teacher responds positively. Creating a positive condition in learning is very important as a way of helping the learners to actively participate in the learning process.

2.0 Psychological and Social Mechanisms of Promoting Learning

Learning theories that have been discussed and integrated in teaching process are those with ability to dispense effective and pedagogically meaningful instructions to the learners. Learning theories as such provide a clarity and direction in the instructional design and each of the mechanism which is said to have impact on learning process should be able to take into account the theoretical bases in which is founded. Educators and teachers are therefore expected to understand learning theory in instructional framework in order to have a successful outcome of learning. Based one the definition give to learning theory, social and psychological mechanism of learning can be categorized into behaviorism, cognitivism and constructivism all drawn from the type of learning mentioned above.

2.1 Social Constructivism

Drawn from the dissatisfaction witnessed in the traditional western theories of knowledge, constructivism postulate that knowledge acquired by the learners cannot exist out of one’s mind. However, knowledge is constructed by the individual based on the experience derived as oppose to be discovered as most as argued in the traditional western theories. Constructivism replaces the traditional concept of truth making the people to view the world as stated by others, but to construct a picture of the world based on the observation. Constructivism as such remove teachers who are described as the authoritative sources to help in assisting in the learning process but instead, insist on the effort taken by the individual in constructing a sense out of the experiential world. In this social mechanism, the learners are given the ability to make meaning and construct knowledge out of the observation (Kukla, 2013). As defined in the observational learning, individual construct knowledge on a given concept by observation of the objects involve and exposure to the tools used is very important in this mechanism.

Based on the argument given by Kukla 2013, constructivism view knowledge as a temporary, nonobjective, internally constructed ability which is acquired through social, cultural and developmental approaches. Since the constructivism as a social mechanism states that individual construct their own knowledge on an object based on observation, in some of the existence, it involves an interplay between the existing knowledge, experiences and beliefs. In teaching process, the mechanism help the educationist to have understanding of learners as intellectually generative individuals rather than as an empty vessels waiting to be filled (Kukla, 2013). As such, in the process of learning, leaners are given the ability to pose questions on a given subject understudy and to help in solving the problems while constructing theories and knowledge. Allowing the students to question the subject during the teaching process help them in coming up with a solid knowledge on a given theory and assist in revising some of the theories which no longer add value to the overall learning process. The type of instructions given by the teacher during the learning process should be able to primarily develop learners’ thinking with the focus being placed on the discourse facilitated by both the learner and the teacher.

While constructivism as a mechanism of learning can be categorized into sociological, psychological and radical, the three agree with the fact that knowledge or meaning is constructed by human mind as opposed to being discovered.  Considering the argument given on social constructivism, the bodies of knowledge and disciplines we have are generated from human construction and are determined by various factors such as economic self-interest, values and ideologies (Mason, 2012). In this theory, the way learners understand a concept depend on social, economic and political factors and teachers need to understand the students’ background before the beginning of learning. Psychological approach on the other hand argue that learners construct meaning out of what is taught based on the background knowledge on the concept. The learners as such have diverse ability to construct knowledge depending on the opportunity given by the social environment for them to share and provide warrant to meaning. Knowledge as such is derived when individual member of society come to an agreement about nature and provide descriptive explanation of the phenomenon to other members of the society.

2.2 Social Cognitivism

Based on the definition given to cognitivism, the learning process is taken to be a change of mental structure derived from individual’s experience which facilitate mental processing, storing and recalling the information. Knowledge and skills acquired by learners are only considered to be based on cognitivism if it takes place internally and occurs without reinforcement of any kind. Most of the educationists focusing on the use of cognitivism mechanism on delivery of complex concepts consider the thoughts process behind the change of mental behavior and understanding (Viale, 2012).  Considering the process of learning using cognitivism mechanism, the learners are exposed to environment or object and are therefore require to form a picture of the object based on the concept understudy. With the ability of the learner to create an image or a mental picture of the object, he or she is able to process and relate the new information with the previously learned information. The variation between the new information and the already stored information can easily be noted posing a question for investigation by the learner.

Learning entails organizing and storing the acquired information in a schema. Human brain just like any other memory have cells for storage of the information and the ability of an individual to retrieve the already stored information depends on the schema used. Since cognitivism asserts that people are actively involved in the learning process rather than being victims of the environment as witnessed in the behaviorism, the focus of learning process should be objective and systematic (Leonard, 2002). Since the learning process achieved through cognitivism mechanism is internal, memory is very important and the ability of individual to remember and retain more information depend on the ability of one’s brain to code and store the information. Most of the learning process achieved in this mechanism arise from learners’ thoughts, beliefs, attitudes and values. As such, social environment of the learners is very vital in the learning and teaching process. Teachers are therefore expected to understand the learners’ background and get to know how well they can deliver on a subject and which approach resonate well with the learners.

3.0 Applications of the Constructivism in Practical Learning

Constructivism as a theory and social mechanism of learning entails a set of prescriptions that challenge the transmission or behaviorist paradigms as advocated by other educationists. Based on the definition given to constructivism, it entails inquiry learning, experiential learning, self-directed learning and discovery learning which are aimed at solving a particular problem. In practical learning process, the use of constructivism as a mechanism of learning involve questioning the existing theories and hypothesis rather than consuming them as given by the teachers. The best constructive knowledge is that which can discount the idea that symbols or concepts can be taken by teachers as a discrete entities and taught out of context. The strict adherence to the theories already postulated by others only help in passing the exams, but do not assist the learners in becoming creative and innovative. In constructivism teaching and learning, the learners are given   opportunity to construct meaningful and concrete experiences derived from their own questions and to come up with their own model of learning even some of the complex concepts.

Based on my own assessment of constructivism method of teaching and learners, the view of the teacher and learner in some of the instances may not be the same concerning a given concept. As such, in the practical learning process, the teacher should not attempt to transfer the same knowledge he or she has concerning a given concept by words. Instead, teachers should be more concerned of how learners understand the process of knowing and acquiring in order to resonate well with the students’ beliefs. In most of the instances, a constructivist teacher should only challenge the student to explain their understanding of idea rather than being strict and conservative. In the event that the student argument is in agreement with the majority of the learners’ view, the teacher should be ready to change his or her stand and understanding of a concept.

4.0 Applications of the Social Cognitivism in Practical Learning

The social cognitivism is widely applied in the learning and teaching environment to help in promoting the retention ability of the learners. Based on my own assessment, cognitivism influence to great extent the learners’ ability to infer and solve problem in a complex situation. The information processing and the ability of the person to make accurate decision depends entirely on the previous knowledge concerning the subject and how fast the stored information can be retrieved. In my opinion and definitely by believe concerning this type of mechanism, it is achieved through the use of learners’ memory or by practice enabling the students to recognize with the complex subject being studied. In practical teaching, showing the student to tell the time by looking at the clock entail a lot do with the memory and ability of the learner to remember. While the teacher have to tell the role of big and little hand of the clock, the learners are expected to practice telling the time until it is captured and stored by the memory. As such, the cognitive learning process entail individual use of mind without involving physical motions and behaviors. Although this process of learning is internal and teachers barely understand what goes in one’s mind during the learning process due to its black box nature, the outcome of the learning should be able to match others understanding of the subject.

5.0 Conclusion

Learning is one of the major process which determine the ability of the organization to achieve its objectives within the outlined timeline. The output of any organization depends entirely on the learning process adopted for teaching and events experience. For the development of the staff and daily professional activities, the performance of individual is greatly enhanced through connecting practices to theoretical understanding of learning and using appropriate approaches. Based on the definition of learning in the field of educational psychology, it entails acquisition of skills and knowledge through study, teaching and experience of a given event. However, getting the right type of outcome depends entirely on the learning activities chosen by the teachers. The best learning activity should be able to reflect on the learning process and what students do in learning something. The process of choosing learning process and approaches to be used in teaching depends entirely on teachers understanding of learners. The designers of curriculum ensure that the approach integrated within a learning institution consider the students behavior and their ability to improve the students’ quality of learning.

References

Campbell, S. R., & Zazkis, R. (2002). Learning and teaching number theory: Research in cognition and instruction. Westport, CT: Ablex Pub.

Chan, W. M. (2011). Processes and process-orientation in foreign language teaching and learning. Boston: De Gruyter Mouton.

Elmore, R. F. (2018). Design as Learning, Learning as Design. Understanding Teaching-Learning Practice, 47-62. doi:10.1007/978-981-10-7155-3_4

Ernest, P. (1998). Social constructivism as a Philosophy of Mathematics. Albany: State University of New York Press.

Kukla, A. (2013). Social Constructivism and the Philosophy of Science.

Leonard, D. C. (2002). Learning theories, A to Z. Westport, CT: Oryx Press.

Mason, P. (2012). Reflections that Transformed My Understanding of Teaching and Learning. Multicultural Learning and Teaching, 7(1). doi:10.1515/2161-2412.1101

Viale, R. (2012). Methodological cognitivism. Heidelberg: Springer.