THE PRACTICE: Multiple Learning Strategies
Technology-enhanced lessons and activities should represent a variety of learning strategies that include active learning strategies, constructive learning strategies, authentic learning strategies, cooperative learning strategies, and intentional/reflective learning strategies.
Content Presented By:
NEIRTEC, Northeast & Islands Regional Technology in Education Consortium
What is it?
Incorporating a variety of teaching and learning strategies supported
by technology can have a noticeable affect on student engagement and
achievement. When educators apply the use of varied teaching strategies,
they are supporting a belief in individual learning styles and
preferences, and they are more apt to engage students in the successful
acquisition of knowledge. Below are five learning strategies and the
characteristics of each. They are drawn from the work of David H. Jonassen, a researcher in the field of instructional technology (see the "Research" link for more information).
- Active Learning Strategies
Active learning strategies focus on exploration.
--learners interacting with an environment
--learners manipulating the objects in that environment
--learners observing the effects of their interventions
--learners constructing their own interpretations
--focus on exploration
- Constructive Learning Strategies
Constructive learning strategies bring context to learning as students begin from a point of already existing personal experience, knowledge, or interests.
--learners construct models to explain observations
--multiple solutions to problems accepted
--errors used to clarify and refine knowledge in activity
--builds on prior knowledge
- Cooperative Learning Strategies
Cooperative (collaborative/group) strategies take advantage of and build upon shared individual knowledge.
--learners working in groups
--learners working to complete a common task
--individuals have different roles/responsibilities
- Intentional/Reflective Learning Strategies
Reflective learning strategies provide opportunities for students to construct their own knowledge and understandings.
--learners articulate the learning goals
--learners explain what they are doing or strategies they use
--learners explain how they find answers
--learners manage and/or monitor their own learning
- Authentic Learning Strategies
All of the above strategies can be based on authentic tasks that reach beyond text book learning and engage students in the application of knowledge as they participate in real-word tasks. Authentic tasks discourage the asking of that age-old student question, "Why do we have to know this?"
--meaningful, real-world tasks
--case-based or problem-based environment
--connections to community, state, world outside of school
Questions to Think About
--How can a school actively and realistically provide the technical support to keep equipment running reliably, as well as provide strong, job-imbedded training to support teachers through the learning curve of using technology in meaningful ways?
--Is an assessment mechanism to evaluate effective teacher use of technology built into your school's professional review process? Should it be? Why or why not?
--What are the classroom management issues that must be addressed to ensure the effective use of technology in collaborative and hands-on learning environments?