Archived material
Some aspects of the documents in this section no longer apply, however they have been archived for reference.
Plenary Session
From the proceedings of a forum conducted by the Board of Studies NSW on 26 October 1995
Return to the Nature of the Learner Forum Table of Contents
The plenary session provided an opportunity to discuss some possible principles on the nature of learning which the Board might use, subject to further consultation, in its curriculum development work.
The significant areas of discussion of the plenary session are outlined below. These discussion points should be placed in the context of the theoretical positions represented at the Forum. The two main positions can be described as traditional and progressive and the features of each are summarised in the table following:
More 'traditional' viewpoint
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emphasises the similarity between all learners
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emphasises that all students go through the same learning process
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views the learning program as primarily the responsibility of the teacher
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sees value in a direct instructional model of teaching
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emphasises student learning outcomes that are measurable
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views teachers as directing, instructing and actively participating in the learning program
- emphasises a 'positivist' model of research, is quantitative in nature and relies on observable and measurable data
More 'progressive' viewpoint
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emphasises the differences between learners
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emphasises that students have different styles of learning and the process of learning is more individual
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views the learning program as a collaborative process and the learner has significant responsibility in the process
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emphasises a student-centred discovery model of teaching
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emphasises the process of learning
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views teachers as facilitators of the learning process
- emphasises an ethnographic approach to research, is qualitative in nature, and relies on a broad range of factors for evidence
Areas explored in the discussion
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Teaching strategies
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Rate of learning
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Learning models
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Place of technology
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Curriculum design and pedagogy
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Student-centred learning models
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Cultural issues
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Outcomes Based Education (OBE)
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Research on the physiological, psychological and anatomical basis of learning and implications for the classroom
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Learning styles
- Pre-service and in-service teacher education
Key elements in the discussion
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The direct instruction and discovery learning models should not be polarised as irreconcilable opponents but a rational approach should be taken to the outcomes of learning through the use of measurable data.
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The role and increasing importance of technology in the learning environment will impact on learning theory and teaching practice and this is a vital aspect to consider when developing a learning program.
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The relationship between the content of syllabuses and teaching methodologies is a sensitive issue at the Board of Studies because it is the responsibility of school systems to implement syllabuses at the instructional level and in this context an artificial barrier exists between content and methods because they are inextricably linked.
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Student ownership of knowledge is important.
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Students are not motivated to learn but if the right curriculum and instructional approach is developed for the individual student they will learn successfully and therefore will be motivated to learn more.
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Research is not 'culture-free' and any research undertaken by non-Aboriginal people where the results are applied to indigenous people is often inappropriate.
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The place of an outcomes-based approach to learning with the empirical evidence for OBE compared with a traditional approach with broad aims, objectives and identified content is an important area for further analysis.
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If OBE is about setting expectations for the learner, research evidence is required for this view to be adopted.
- The interest in learning styles is an offshoot of the research on Aptitude-Treatment Interaction (ATI), which attempted to identify types of students with types of learners and in doing so to match the method of instruction; however, there has been little evidence of success of ATI in the literature
General outcomes arising from the plenary session
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No one model of learning can be seen as the only approach to effective student learning.
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The role of instruction is considered important in the context of the entire curriculum.
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Direct instructional teaching approaches can be an important component of effective pedagogy.
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Instruction should be adjusted and adapted to the individual differences of learners.
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The research on effective teaching should be an element in both pre-service and in-service teacher education programs.
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The outcomes of instruction should be monitored through use of measurable data.
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Effective teaching takes account of the importance of different learning styles.
- Teachers need appropriate support materials to enable effective programming using a range of teaching methodologies
Issues to be addressed at future forums
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Are there any immutable laws of learning? If so, what are they?
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Is it the nature of the person or the features of the teaching that improve learning? Is this a false dichotomy anyway?
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Should there be different pedagogical approaches for different learners, eg early childhood; gifted and talented; Aboriginal; non-English speaking background; learning difficulties and disabilities; boys and girls etc?
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Should there be different pedagogical approaches for different areas of learning, eg subjects; competencies; values and attitudes etc?
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Is there research that explains the relationship between learning and the nature of the learner?
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Is there research on the relationship between learning and learning styles?
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How important are metacognitive strategies for effective pedagogy and learning?
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What empirical evidence is there that an OBE approach has benefits over a traditional model of curriculum development?
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Is there current research on the physiological, psychological and anatomical basis of learning? Does this research have any lessons for teaching in the classrooms