How People Learn? - Reflection

Very often, when we discuss about setting up a suitable classroom learning environment, there is a lot of mention of the physical classroom setting and little emphasis is placed on the non-physical aspects. Chapter 6 (The Design of Learning Environment) of the recommended reading on 'How People Learn' (by John D. Bransford) presented a different perspective on this. Four factors which determine the classroom learning environment have been highlighted: Learner Centred Learning Environment, Knowledge Centred Learning Environment, Assessment Centred Learning Environment and Community Centred Learning Environment.

The learner centred learning environment is a factor that should be quite familiar in our local educational scene due to the introduction of new educational intitiatives in recents years. This has led to a lot of emphasis on refinement of teaching approaches and practices to cater to learning needs such as to make learning taks authentic and experiential. In our local context, this may also include exploration of alternative approaches of learning such as through the use of ICT which caters to the interest and motivational level of learners in learning. It is mentioned in the article that this aspect looks at the fact that the teacher actually provides the bridge for learners to get from what 'they are able to do' to 'where they want to do'. It is indeed very true. Teachers are tasked with the responsibility to identify a suitable bridge for the learners.

As for knowledge centred learning environment, it involves the plan, structure and scaffolding that the teacher puts in to help learners understand what they are learning, apply metacognition, solve problems or even making sense of what they are learning. Personally, I think that every teacher would have done this to a certain extent to ensure that learning is taking place. However, as to how well this is carried out would depend on the skilfulness of the teacher in designing the learning tasks, necessary scaffolds and appropriate intervention strategies to guide learners during the learning process.

The third factor on assessment centred learning environment is something we should think deeper about. In our local context, there is an over-emphasis on pen-and-paper assessment as a form of summative assessment. Although there has been a shift in recent years to introduce some aspects of formative assessment in schools, summative assessment is still very much emphasised and formative assessment is still very formalised (eg. through e-portfolio). Formative assessment is an excellent way for learners to gather on-going feedback to help them learn better without having to wait till the summative assessment is conducted. The importance of providing feedback has also been highlighted many times in the article. In fact, it is always possible to make formative assessment less formal through learner interaction and teacher-learner interaction. As mentioned in the article, collaborative group learning is a good way for learners to gather new knowledge and perspectives from peers to help them revise their thinking and gain deeper conceptual understanding. One aspect that I personally like here is the teaching of 'self-assessment' to the learners. If the learners are able to do this, it would help them build up their knowledge through metacognition. This will be a very powerful way to learn and teachers will not be the only catalyst to help them learn.

The last factor on community centred learning environment looks at the classroom as one community as well as the broader community such as parents, external organisations and even the media (eg. television programme). These communities can bring positive and negative impact on the learners. Hence, teachers need to be aware of these and if possible, shape their strategies and practices accordingly to bring out the positive elements of these associated communities to bring about more effectively learning.

In the design of classroom learning environment, it is critical to consider these four factors and ensure that they are aligned to the national educational goals and the objectives of the educational organisation being represented. Designing classroom learning environment would be considered as an art rather than a science as there is no formula to it. It requires a good balance of these elements to fit a given context.