Learning_and_Teaching_in_Post_Compulsory_Education

Introduction During this module many learning experiences have been covered which have practical relevance to my job as a Lecturer at Hartpury College. From the great many theories covered so far on the course, I have selected two that have direct relevance to my teaching experiences this year. I have also been able to relate my experiences as a ‘learner’ to these theories in order to get a well-rounded appreciation of their practical implications. The two areas to be covered are: • The Role of Language and Learning • Surface and Deep Learning The Role of Language and Learning Walklin (1990:165) defines language as: ‘The characteristic feature of communication and is the means by which thought processes are manifested. Languages are sets of rules, and the application of these rules makes possible the formation and understanding of sentences. If the rules are known and the appropriate vocabulary available to listeners, then they will be able to interpret sentences that they have never heard before. Similarly, they will be able to assemble words in a form that will be readily understood by others with access to the same language’. During my time studying at both comprehensive school and university I was subjected to lessons taught in a manner which generally began with a fairly simple introduction to the subject, followed by an explanation of the more technical aspects as the lesson progressed. During this progressive stage I often found that I was unable to follow the concept to its conclusion because the vocabulary being used eventually progressed beyond my level of understanding. This was a definite barrier to my learning; even a couple of words that I could not comprehend would off-set my understanding, leaving me frustrated and confused. Looking at this issue from the other side in my current role as a teacher, I have taken on board my experiences and tried to alter my language accordingly. It is tempting, especially as a new teacher who is keen to display their knowledge of the subject to gain the faith and respect of the group, to use language that is too advanced and explains the subject in more depth than necessary. This is also an issue when the subject has been learnt as in my case, at university level, as the language used to explain the concepts in this environment would not convert successfully to a National Diploma course, as the students are not at the same level. My experiences this year have taught me that in general, students respect your intelligence because of your position in authority, and there is generally no need to prove yourself on an intellectual level, meaning that vocabulary can be made simple leading to a more productive learning environment. Language and learning are mutually dependent and have a great significance for post 16 education. Without adequate knowledge of the language related to a given subject, little or no learning can occur. It was clear at the start of the year that most of my students had a good grasp of the terminology relating to training and fitness but when it came to advancing the subject on to more detailed descriptions of the energy system using very technical vocabulary there was an obvious and sudden breakdown in communication between myself and the students. In order to solve this problem, I thought it necessary to adopt a different approach, so instead of bombarding them with new terminology, I gradually passed on the technical information by using terms that they were already comfortable with. I found this word association technique to be effective and good progress was made in the sessions. Walklin (1990:171) states that: ‘…technical terms produce barriers and hinder learning if used thoughtlessly and without adequate explanation’. Capel, Leask & Turner (2001:92) reinforce my methods by saying that: ‘As a teacher your language must be concise…..All teachers are teachers of language; you gradually introduce your class to the language of the subject, but to do this you must start with a simple direct language that makes no assumptions’. A teacher’s language must be concise and easily understandable. Every subject has its own unique vocabulary, and this is especially true of sport science modules. This should not prove problematic to the learner provided the mentor is able to introduce it progressively. Minton (1991) also tells us to avoid jargon, or perhaps sentences that are too complex. We have to think about the readiness of students to work with these words, and of how they can link them to their own experience. I always found that it was easier to understand an unfamiliar concept if it was given a context or explained within a practical example. Thinking back to some of the most successful lessons I attended, the teacher would often recall examples detailing when they had used the particular concept being taught in a practical setting. These types of conceptual examples helped me to create a picture in my mind of what was being taught, and so I try to transfer pictures into the students’ minds. This technique is reinforced by Capel et al (2001: 92) who suggest that ‘it is easier to understand a new concept if you make comparisons or use examples or references to which they can relate’. In all lessons I try to use real life examples to supplement the lesson material to help learning take place. Usually I will use football examples as this is what my students can relate to. This way they are already enthusiastic to learn more. Language can also be important when trying to motivate and create a positive atmosphere within the classroom. Child (1997) quoted in Capel et al (2001:104) maintains that ‘motivation consists of internal processes and external incentives which spur us on to satisfy some need’. In my current job at Hartpury I have found that motivation is not particularly an issue with students. Vocational courses appear more relevant to the majority of learners as they are covering techniques which they can hopefully take forward into employment, providing a direct and relevant link to industry. In saying this, students obviously still need verbal encouragement when they have excelled and where appropriate I make a conscious effort to do this. I also try to take an interest in their lives outside of the classroom as this helps to build personal relationships with students and strengthens the teacher-student bond. The subject of sport lends itself to this concept well; catching up on how the students have performed for their weekend teams can be a good way to begin a lesson on a Monday. Vygotsky was one of the prime instigators within the subject of language and learning. He believed that language was generated from the need to communicate and was central to the development of thinking (Capel et al., 2001). I echo this sentiment and believe that language is arguably the most important aspect of the learning process. The students’ development is not just in the language contrived to formulate sentences but also through the process of combining words to shape the sentence because this also shapes the thought itself (Vygotsky, 1978). These ideas are formulated after the students take hold of the language of the subject and then begin to generate their own understanding and reflective practice of the task in hand. This will show the development and maturity that the students need to achieve through a deeper learning as opposed to surface learning as shown below (see ‘constructivism’ below). Surface and Deep Learning During my GCSE’s and A-Levels I was put through a number of tests which in the main required me to remember information and regurgitate it during the tests at the end of the two year study period. I was also set coursework which took the form of assignments and practical projects, but these only made up a small part of the assessment programme. These two main assessment methods required different levels of learning. For the tests I could memorise the information that I needed to pass but within the projects I needed to understand the subject at hand and relate it to true life examples. This provided deeper learning and allowed me to remember the information for longer and therefore apply it. I believe that with the National Diploma, as the course is assignment based but does not involve tests, the students are not able to distinguish between this deep and surface learning. Ashcroft and Foreman Peck (1994:21) describe a deep learner as someone who: ...’will be able to relate previous knowledge to new knowledge and become involved in an active process of comparing, contrasting, testing and relating knowledge from different course’. Whereas Ramsden (1996:60) shows that: ‘Surface approaches to learning have nothing to do with wisdom and everything to do with aimless accumulation’. I believe the students in the main, lack the breadth of experience of adults and therefore are not as equipped to use pre-existing structures on which to connect new learning. They have been used to ‘surface learning’ and utilising lesson material provided for them. There is a need to show reflective practice and ‘deeper learning’ in order to achieve the best grades possible as the make up of the course is mostly assignment based. At the start of the year I used a ‘surface learning’ approach and continue to use this where applicable so that the students can memorise necessary vocabulary and important terms. Repetition and practice are excellent methods to use in the pursuit of this type of learning. It is generally accepted that students understand something and learn it better if they hear it a number of times. Capel et al (2001: 92) have used the Chinese proverb that says: • Tell them what you are going to tell them, • Tell them, • Then tell them again what you have told them. Provided the sessions are progressive, students can build on these previous ‘surface learning’ skills and knowledge and become skilled at ‘deeper learning’ over a period of time e.g. a 12 week term. I have used this idea to both plan and structure my lessons but also to instil the concept of ‘deeper learning’ within my students learning process. Through constant supervision and direction the students are now beginning to mature and add knowledge gained through experience to their own individual frameworks. Using Ramsden’s (1992) notion of three distinctive ways of understanding teaching it shows that I use a ‘transmission’ theory of teaching to off-set the surface learning. In the main the students are passive recipients of teaching. Failure to learn is attributed to the students (Ashcroft & Foreman-Peck, 1994). The teaching methods now focus on ensuring that students learn and the focus now shifts from what I do to what the student does. It is a case of managing the learning environment so that appropriate resources can be utilised by the learner for his or her requirements. This technique requires students to make connections between theoretical knowledge and experience. Ramsden’s (1992) third aspect centred on the idea of ‘make learning possible’. Teaching is understood to be a cooperative two-way process. In a context where students are actively engaged in their learning the tutor intervenes to put any misunderstandings right (Ashcroft & Foreman-Peck, 1994). As the students continue to actively engage in deeper learning through both their own discovery and research, misunderstandings arise as not all students’ experience the same things or conceive ideas in the same manner. This is totally natural and more often than not I believe it stems from the difficult language used within teaching and exam papers. This relates back to Kolb (1984) quoted in Ashcroft & Foreman-Peck (1994: 38) that ‘new information only makes sense when we assimilate it into our existing systems of making sense out of our perceptions’. This has occurred, for example when I have set assignments. I have endeavoured to intervene and ensure that misinterpretation is limited. This is the same idea as ‘constructivism’ by Driver & Bell (1986) quoted in Capel et al (2001). Constructivism places much more importance on learners’ individual conceptions and gives them responsibility for directing their own learning experiences. People make their own sense of things in a unique way. This leads to an individual response by my students to the assignments and tasks set, and leads to discussion as well as testing whether learning has taken place. It is the way I get my students to learn. They are able to use many views of differing topics and then produce creativity within their findings. Little emphasis is placed on instruction but situations which facilitate constructing their own knowledge. Referring back to Ramsden (1996) and ‘making learning possible’ misconceptions are eradicated early and guidance is given. Capel et al (2001:242) express that ‘it is in the science subject area that constructivist ideas have been most influential” and this helps to support my subject matter. As Rogers (1983) believes a teacher is a facilitator of learning. This is how I try to see myself within the classroom. How can I help him or her find the resources, the people, the experiences, the learning facilities, the books, provide answers to the things that concern them and the things they are eager to learn' (Rogers, 1983). I can do this by being a facilitator of learning.