Prior Learning Assessment

Written By

Magda Al Sebai

 Should students adapt to the teaching style of the teacher or should the teacher adapt to the learning style of students?   

This is not an easy question. It is not a should or should not either.  Each style of learner has a preferred method of taking in and processing information. The words that I have underlined are key words to the issue of whether a student should adapt to the teaching style of the teacher or vise versa. I need , first, to define learning in order to know what the teacher’s duties are and what a student’s expectations should be.   

Webster Dictionary defines learning as follows: 

             The act or experience of one that learns;
             Knowledge or skill acquired by instruction or study modification of a 
                  behavioral tendency by experience as exposure to conditioning.

 Oxford Dictionary defines learning as follows:

            Gaining knowledge or skill by studying from experience;
             Gaining knowledge from being taught.

Learning is “means through which we acquire not only knowledge and skill, but values, attitudes, and emotional reactions  as well”( Ormond & Rice, 2001, p.3). The word “reaction”, here, reminds me that learning takes place as a result of events in our life. Therefore, we need to highlight two common definitions of learning as discussed by Ormond and Rice:

          First: Learning is a relatively permanent change in behavior due to experience
           Secondly: Learning is relatively permanent change in mental associations due to 
               experiences.

 The first definition emphasizes a change in behavior due to learning of tangible, observable behaviors or response.  
 This is the perspective that was adopted by behaviorists. Behaviorism, then, is the outcome of this outlook. 

The second definition emphasizes a change due to mental associations, i.e. an internal change that we cannot observe because it reflects mental events. This is the perspective of cognitivism.

The question that arises here is how does each theory apply these definitions? Behaviorists believe that learning takes place effectively when it is followed by a reward (Edward Thorndike, 1898), i.e. satisfying the learner in a meaningful way. The theory of cognition states that attention is more important than a reward because mental events put responsibility on the learner to observe those events, thus learning takes place “when instruction draws an individual’s attention on information to be learned, 
           i. e. learning occurs in the absence of a reward.

Within the framework of these two theories, as a teacher, I will design a learning environment that facilitates the learning process at the highest possible level. I will combine some of these learning theories. Students will be engaged in various activities including problem-based and project-based learning to enhance imagination and mental abilities.

 The picture is not yet complete because as a teacher, I expect to have students with different social background that reflects  variety of not only behavior but also skills and abilities. This would create different situations inside the classroom. 
 
How and why students learn? What are the appropriate instructions for each situation? What are the factors that might affect the process of learning?
       
                                                            A prior Learning Assessment
A prior learning assessment is one of the most effective evaluations to address these questions. Knowing about   Learning styles helps teachers to design differentiated instructions and it also helps students to know the best way for them to achieve lasting results when they study. Students can use their potential to learn in different ways. While there are students who have the ability to process the information visually (Visual learners),there are some others who can remember the same information without writing it down (Auditory learners). There are also students who prefer to do rather than see or hear as a means to process the information (Kinesthetic learners). Some students like an environment that is full of visual stimulus and activity. They learn by seeing something done and doing it themselves. But such an environment may be too distracting for a student with a reflective and verbal style. Teachers, therefore, carefully plan their lessons and arrange the learning activities that appeal to a variety of learning styles.

Many theorists believe that these learning styles are inherent in all human beings; however, we can develop or modify them. We cannot create or impose them because they reflect the comfortable way each learner uses in gaining knowledge or changing behavior. So, as a teacher, I will not disturb any student in her comfort zone. I will do my best to enhance this comfort to ensure the maximum degree of success. Creating the right teaching environment is important to encourage all students to engage themselves in class activities as Hutchinson, Antillon and Wood (2003) stated,"Learning depends on several factors, but a crucial step is the engagement of the learner. . . .this can be affected by learner’s previous experiences and preferred learning styles"(p.357).

 The learning style programs of Century College, Texas University, Denver Training Center for Information, Richland College, and University of North Carolina. These universities among others offer learning styles inventory which helps students to measure their talents and abilities rather than limiting themselves to a particular learning style. Being a visual learner, for example, does not mean that a learner does not or cannot use hearing or physical body to learn. As a matter of fact, we all use a combination of these styles but with emphasis on a particular one. A visual learner, for example, can show some other  few preferences towards being auditory or kinesthetic. Similarly, an auditory learner can show a few tendencies towards kinesthetic or visual.

From my experiences, I have noticed that many learners are not aware of their learning styles and I would rather keep it this way in my classes because it helps in preserving the spontaneous atmosphere in the classroom. It would also help in enhancing all visual, auditory and kinesthetic abilities, thus facilitating the process of adaptation.

Adaptation takes place in such healthy positive atmosphere. It is the result of cause and effect relationship in the 
process of learning. It cannot be imposed. Verifying teaching methods is a basic requirement for any teaching environment. This implies serving different learning styles. Recent research indicates that there are numerous learning styles. One of these styles is that of a Visionary Learner.    

          A Visionary Learner is:

       Imaginative
       Creative
       Flexible
       Inspired
      Practical  

 With modification, patience and guidance, students can enhance their ability of adaptation. Gradual steps in modifying their adaptation would produce more effective result. Research on learning styles provides valuable information on how students learn and teachers can use this research to develop their taching styles (Dunn & Dunn, 1999; Kaplan, 1995; Knowles, 1975; Knowles, 1990). I personally find Bral’s (2003), eclectic approach to human development theory 
and teaching is the best way to serve the unique needs of students.

References

Dunn, R. & Dunn, K. (1999). The Complete guide to the learning strategies inservice system. Boston: Allyn & Bacon.
 
Hutchinson, L. , Cantillon, P.  & Wood, D. ( 2003). Educational environment. British Journal of 
      
           Educational Psychology, 73 (3), 357. Retrieved  from the Proquest database.   

Kaplan, E.Joseph (1995).Teaching styles and learning styles: Which came first? Journal of Instructional 
 
       Psychology, 22 (1) 29. Retrieved from the EBSCOhost database. 

Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers. Englewood Cliffs: Prentice

      Hall/Cambridge.

Knowles, M. S. (1990). The adult learner: A neglected species. Houston: Gulf Publishing Company.

Ormond, J. E. & Rice, P. (2001). Lifespan development and learning. Upper Saddle River, New Jersey : Prentice Hall

      & Pearson Custom Publishing.  

 Online Resources