Learning Process and Learning

Teaching Frameworks

One of the more prominent models and frameworks when it comes to learning is the idea that has come to be known as cognitive constructivism. As explained and summarized adeptly by the Berkeley Graduate Division, the main facets of this framework and topic are the view of knowledge, the view of learning, the view of learning and the implications that all of these facets have on learning and the learning process. While people are certainly able to learn in differing ways, there are some methods and options that tend to work better than others.

The overall topic of cognitive constructivism builds on the idea that learning is better when it is "real" and something that can be touched. To wit, one of the big voices and minds when it comes to learning has been a man named Piaget. One of his overarching points was that learning should be "whole, authentic and real." He goes on to say that learning should be all about connecting children with the world that exists and functions around them because doing so clearly and unquestionably enhances the learning process. As indicated in the introduction to this brief treatise, there are a couple of important facets of cognitive constructivism. First of all, constructionism is a constructivist learning theory that is about making and shaping things. It is indeed a cornerstone of learning for a lot of children and the people that teach them because it is very effective. When it comes a view of knowledge, it has to be understood that knowledge needs to be about being active and the use of past experiences to inform current and future learning. The state of cognitive development, the culture of the learner and a few other things are all extremely important when it comes to current and future lessons. Knowledge needs to be actively "constructed" rather than the student just sitting passively and trying to absorb knowledge like a sponge (Berkeley).

As for the view of learning, knowledge is actively constructed and thus learning should be presented in a form that lends itself to active discovery. Indeed, if an instructor is just lecturing and indoctrinating students with knowledge, the end result will not be as good as it could be if the learning is conveyed in a more effective and fluid way. This leads to a discussion about motivation. In most cases, motivation is intrinsic and inside of a student and thus the teacher needs to find a way to strike a chord and gain the interest of the student via association with their prior learning and experiences. Even though a modicum of the more traditional "skill and drill" methodology does not have to be completely foreign to the teaching paradigm in question, it simply cannot be the primary or only way that learning is extended or the overall efficacy will be lacking (Berkeley)

Conclusion