How People Learn
It may seem that there is nothing new under the sun when it comes to educational practice, but there are advances in learning science. There is a new awareness of how to teach since we know more about how we learn. One seemingly tried and true instructional method, problem-based learning, uses real world problems to motivate students to identify and apply research concepts and work collaboratively. While problem-based learning does build upon what we know about how people learn, it has limitations. Students can be motivated, but engagement does not necessarily result in learning. Also, typical problem solving in schools tends to be situation specific with well-defined problem parameters that result in a predetermined correct answer. But as we know, many problems have multiple solutions.
Based upon the science of learning presented in the National Academy Press book, How People Learn (HPL), an easy to use and pedagogically sound instructional cycle was created. This cycle or challenge-based framework organizes student learning into typical phases of inquiry and makes learning visible, uses these four overlapping “lenses”:
- Learner-centered environments focus on the knowledge, skills, and attitudes that students bring to the learning situation
- Knowledge-centered environments focus on content that is organized around big ideas or core concepts
- Assessment-centered environments help students’ thinking to become more visible so that both they and their teachers may assess and revise their understanding
- Community-centered environments capitalize on local expertise to create a sense of collaboration among students
These four lenses influence curriculum development and instructional settings. Instructors create knowledge-centered settings by working with students’ prior knowledge, skills and cultural resources and they create assessment-centered learning by providing for frequent checks of student progress. Students need opportunities to bring what they know and their beliefs about school subjects in order to have learner-centered opportunities and both teachers and students can maximize community resources to build community-centered learning that is motivational and collaborative.
HPL driven instruction is similar to problem-based learning in that students are given challenges or problems with the conditions for when and how to apply knowledge. A STAR.Legacy (Software Technology for Action and Reflection)* was designed for HPL instruction to be online. With the Legacy model, students go at their own pace and preference, but they can also be part of the larger community by leaving a legacy of their insights for future learners.
The Challenge Cycle:
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Challenge - statements that pose complex issues for students to question, investigate, and study. |
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Generate ideas –students explore and share what they currently know about the challenge. |
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Gather Multiple Perspectives - statements by “experts” describing what they see in the challenge. Their comments provide insights into various dimensions of the challenge, but do not provide a direct solution to the challenge. |
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Research and revise –a series of learning activities designed to help students focus on the important dimensions of the challenge. |
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Test your mettle – opportunities for students to apply what they know and to see where they need to learn more. Based on how they do, students can evaluate their readiness to Go Public with what they know or if they need to revisit some of the learning activities. |
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Go Public – various ways for students to share their learning. Students might do a presentation, a quiz, an essay and so on. |
If you are a student, you will find that this learning process encourages you to develop your own ideas for solving a complex problem. Come ready to share and to challenge not only yourself but your peers. Even though this cycle is online, you will still be provided opportunities to work in groups and to learn with and from each other.