Teaching/Learning Strategies/Approaches
The Learner-centred Environment
Teachers who appear to be integrating the use of computer technology most
effectively in their classrooms have made a significant departure from
what has been the traditional approach to teaching and learning, based
in the “technical rational" view of teaching. It involves a switch to a
learner-centred strategy. Again, the respondents from France most often
mentioned organizing the learning environment in their classrooms around
such approaches, although other literature indicated the adaptation of
such practices in North America as well. Specific mention was made of sessions
of autonomous work, student contracts, constructivism, Freinet and the
development of cross-curricular projects.
Autonomous Work
One teacher reported organizing his teaching around periods of autonomous
work of one to three hours duration depending on factors such as the students’
ability to apply themselves on that particular day. The arrangement appears
similar to using a centre approach in that there are a number of activities
from which the students choose, one of which involves use of the computer.
A due date is established in advance, ten days for example, and the students
are encouraged to work wisely and efficiently, or else face the prospect
of more work to complete at home. During these sessions, the teacher offers
various types of support such as guidance in the use of time and resources
and provides assistance to those in need.
Contracts
A number of sources from France mentioned employing student “contracts”,
generally, decided upon on a weekly basis. A plan would be made regarding
what each student would be responsible for completing at the end of that
time period, and arrangements would be made to ensure access to the appropriate
resources, a setup somewhat similar to the use of autonomous work periods
mentioned above.
Cross-curricular Projects
The development of cross-curricular projects structures learning on a whole
language approach, helping to avoid the segmentation of curriculum. Learning
founded in an inter-related manner, appealing to various modes of learning
and expression, makes it more meaningful to the learner as well as more
likely to be retained.
Constructivism
Constructivism is based on this cross-curricular project approach. The
premise is that learners construct or interpret their own reality based
on their perceptions or experiences. The teacher is charged with designing
an environment in which the learner can construct and share this knowledge,
in a meaningful and authentic context. (see Appendix C for on-line sources
of information)
Freinet
The Freinet method of teaching is a system which places high value on democracy,
freedom of expression, communication, and work that is meaningful for the
student. It was developed by the French educator Celestine Freinet and
appears most popular in Europe. The child is perceived as being of the
same nature as the adult, thus the teacher and the students participate
with equal rights in developing an appropriate learning environment, based
again, on group efforts. (see Appendix C for on-line sources of information)
Common Element
The common element of course, is that the students become more responsible
for their own learning, developing their awareness of the availability
of a variety of resources and their ability to access them. The teacher’s
role changes from that of a purveyor of knowledge, “the sage on the stage”,
to a facilitator, “the guide on the side”, (Armstrong, 1995) who helps
the students learn in a more personally relevant manner. The computer becomes
one of the tools that helps in the discovery, the organization and the
sharing of this learning. This is consistent with the observed trend towards
using computer technology as a tool as opposed to a tutor. The value of
this teaching/learning method is recognized in the US Department of Education
report, mentioned previously.
The following excerpt from the Executive Summary of that report, provides
an excellent synopsis of the key features of this approach as well as the
perceived benefits. It also reinforces the assertion observed in the introduction
of this paper concerning the metamorphosis of the nature of the classroom
as we have come to know it. Cooperative group work is seen to be an essential
element in the successful exploitation of technology in the classroom.
The Vision: Technology-Supported Constructivist Classrooms
The model of constructivist teaching that motivated our research design
has student involvement in complex, meaningful tasks or projects at its
core. Once a commitment is made to structuring the classroom around such
projects, nearly every other aspect of pedagogy must change as well. Projects
with real-world relevance will nearly always be multifaceted, incorporating
both higher-order skills, such as design, composition, and analysis, and
more basic skills, such as the mechanics of writing. They will also nearly
always be multidisciplinary in nature and will require extended periods
of time to complete. The very complexity of the task will make it advantageous
to have students work on them in groups, resulting in a greater emphasis
on teamwork and collaborative skills. Heterogeneous roles will tend to
emerge as students tackle different portions of the project. Teachers will
design the overall structure for project activities and provide the resources
that students need to do them, but students will have much more responsibility
for their own learning and for producing finished products that meet high
standards. Teachers will function as roving coaches, helping individual
students or groups over rough spots and capitalizing on the "teachable
moment" within the context of the students' engagement in their work. In
short, when instruction is organized around complex, authentic projects,
there are strong pressures to break away from the discrete academic disciplines,
repetitive drill, short periods of instruction, and teacher-led lessons
that have been the hallmarks of American education for so many years. (Means
and Olson, 1995)
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Version française
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TOC |
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Created by:
Jane Scaplen
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last update January 29, 1999 | dernière mise
à jour le 29 janvier 1999
