Perspectives on Learning
Environments, Its Design, and an Effective Learning
Author:
Santosh Kumar Biswa, Sr. Teacher, Damphu CS, Tsirang, Bhutan
Rationale
Learner-Centered Environment
In such an environment, teachers focus on the competencies of students, such as skills, knowledge, beliefs, and attitudes that students bring to the classroom and what they are learning. Instruction in such an environment is based on students’ background knowledge and experiences, misconceptions, and preconceptions (IRIS Center, 2021), is diagnostic, and is culturally sensitive where students’ background is taken into consideration (Harr, n.d.). Every student is encouraged to learn based on their understanding of their own culture and gain their own insight as learners (Shea, Pickett, Pelz, & Fredericksen, 2003).
In this environment, learning can be defined as a process in which students are encouraged to create new knowledge using their past experiences.
Knowledge-Centered
Environment
In such an environment, teachers engage in creating expertise through the transfer of knowledge to be used in other situations (Alspach & Kanter, 2018). Instruction in such an environment is based on supporting students to investigate big ideas through activities and making them discuss, reflect, and provide feedback (Westin, 2021). Teachers help students become metacognitive in their thinking so that they become good problem solvers and increase their knowledge (Harr, n.d.). It not only heightens their problem-solving skills but also their thinking skills and knowledge transfer (Jonassen & Land, 2000) through different contexts.
In this environment, learning can be defined as a process in which students are encouraged to construct new knowledge by organizing their prior knowledge by comparing and contrasting the ideas to the materials.
Assessment-Centered
Environment
In such an environment, teachers are focused on providing feedback, making students reflect and revise, and enhancing quality during the process (Alspach & Kanter, 2018). The teacher follows both the formative and summative assessment systems on a continuous basis. They are used not only to monitor and verify students’ performance but also to assist them in learning through the learning process (Ijak, Rahman, & Omar, 2017).
In this environment, learning can be defined as a process in which the preconceptions of students are tested through formative and summative assessments for better learning outcomes.
Community-Centered
Environment
In such an environment, teachers are engaged in connecting students through sharing and learning from each other (IRIS Center, 2021). It inculcates the values of collaboration, negotiation, and respect for different perspectives and views from which knowledge is derived. It helps us connect with the culture and the community around us. Teachers create a space for students to make mistakes so that they seek help and learn from their own mistakes.
Learning in this environment can be defined as a process in which students are given opportunities to feel comfortable taking risks, making mistakes, and being themselves so that they can connect to the real world outside of their school.
The point at which each
of the three circles intersects
It is felt that all perspectives must be aligned in order to create an effective learning environment in the school. It is never enough to impart problem-solving and thinking skills alone through learner-centered environments (Harr, n.d.). It should also be knowledge-centered because well-organized knowledge is necessary to think and solve the problem. It is imperative to align knowledge-centered and assessment-centered approaches together because assessment also plays a role in evaluating students’ improvement in knowledge and skills acquired. Providing feedback to students plays a vital role during the learning process. Students should receive feedback so that they get opportunities to revisit, revise, and improve the way they think and learn. Similarly, the teacher should also understand students’ achievement through learner-centered views in considering the type of assessment designed and the content delivery in the classroom. Thus, for better learning to take place, they need to be aligned properly as per the values and the learning goals of the community so that a sense of community is felt by every learner at the end. It is because they learn from their peers in the classroom about the different aspects of life.
By aligning them, the expectations for knowledge acquisition change drastically because the expectations from the student’s side remain high in terms of experience, understanding, information, and knowledge building because
aligning all the learning environments together will create an effective classroom. The following is the "intersection" of three levels of learning: The point at which each of the three levels of learning intersects is; the interaction between students and teachers because learning takes place to build the existing knowledge; student cooperation and collaboration; frequent and prompt feedback to help them with the way forward; development of metacognitive skills with ample time; active learning strategies because course contents are linked to the outside world; better communication with high expectations; acknowledgment of diverse cultures, talents, and ways of learning; making mistakes is considered acceptable for further reflection; and students have the choice based on what is being learned.
The way in which I have aligned one implication in the classroom practiced that balance of all environments embedded within a community setting
In English discourse in my classrooms, one implication of how instruction is practiced that balances learner-centered, knowledge-centered, and assessment-centered learning environments embedded within a community setting is by following the STAR legacy cycle as suggested by the IRIS Center (2021). Mostly, all four environments are balanced, involving learners, knowledge, assessment, and community-centeredness during the instructions in the classroom. Firstly, learners are challenged by organizing a kind of case-based scenario based on the content to be learned so that they are introduced to the lesson through student inquiry. Students then brainstorm, using their initial knowledge to generate ideas based on what they already know about the challenges. After that, students will be engaged in exploring the ideas based on the challenge provided to them in the form of interviews, internet browsing, video clips, and some kind of interactive activities so that they get to know about the ideas that they initially rejected. Next, they will be encouraged to compile their findings in the form of a report or summary write-up, in which they will first review, draft, and redraft it. Students eventually go for peer assessment and peer feedback systems followed by assessment by their teacher so that they get an opportunity to apply what they know now.
It not only promotes effective communication but also stimulates interest among the learners during the course of their findings. Moreover, learner-centered, knowledge-centered, assessment-centered, and community-centered behaviors are experienced systematically and in a structured manner by both the instructor and students.
Conclusion
The educational goals at present
have changed with the change in expectations and challenges (Bransford, Brown,
& Cocking, 2000). Today, any school aims to make their students analyze and
understand the state of their knowledge and skills so that they excel in
decision-making and problem-solving processes to cope with the life ahead of
them. However, the environment in the school and the classroom plays a vital
role in any form of positive learning environment for the effective and
positive learning outcomes of the students (Ijak, Rahman, & Omar, 2017).
The perspectives discussed above are essential for any teacher in designing an
effective and productive environment in their classroom, and creating a
classroom as a community of learners is an integral aspect of effective
teaching and learning.
References
Alspach, J. & Kanter, D. E. (2018). Non-Traditional Learning Environments. https://home.edweb.net/non-traditional-learning-environments/
Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind, experience, and school. National Academy Press. https://www.nap.edu/download/9853
Friesen, S. (2015). Creating a Community of Learners. https://inquiry.galileo.org/ch4/creating-a-community-of-learners/
Harr, N. (n.d.). Learning Environments II. https://sites.google.com/site/elps710/readings---learning/how-people-learn/learning-environments-ii
Ijak, J.,
Rahman, S., & Omar, H. (2017). Relationship
between Learning Environment and Academic
Achievement in Academically Gifted Students. International Research Journal of Education and Sciences (IRJES). https://www.masree.info/wp-content/uploads/2019/11/Relationship-between-Learning-Environment-and-Academic-Achievement-in-Academically-Gifted-Students.pdf
IRIS Center. (2021). IRIS & Adult Learning Theory. Vanderbilt University Nashville. https://iris.peabody.vanderbilt.edu/_archive/iris-and-adult-learning-theory/
Jonassen,D.H.
and Land, S.M.. (2000) Theoretical Foundations
of Learning Environments. Lawrence
Baum Associates. New Jersey, London 2000 Page 1-22
Shea, P., Pickett, A. M., Pelz, W., & Fredericksen, E. E. (2003). A Preliminary Investigation of "Teaching Presence" in the SUNY Learning. Network. State University of New York. https://www.researchgate.net/publication/48306451_A_Preliminary_Investigation_of_Teaching_Presence_in_the_SUNY_Learning_Network
Westin, J. (2021). Principles of a learning environment. Federation University
Australia. https://federation.edu.au/staff/learning-and-teaching/teaching-practice/development/principles-of-learning-environment
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