Learning Models

Reception Model:  

Passive recipient of knowledge which is transmitted by the teacher, as its name indicates.

 This model of learning can be linked to: acquisition of knowledge, and with memorization and reproduction. 

In this model basic essential skills are emphasized while emotional and social aspects of learning are not addressed. 

Teaching in this model resembles transmission and stresses cognitive learning and logical, objective, abstract, sequential thinking.  

(Carnell & Lodge, 2002, p.11)

It does not encourage transfer of learning to different contexts, and it fails to address the learner's understanding of themselves as a learner. 

It is likely to encourage a dependence on others to decide what is important rather than develop the ability to learn throughout life . 

Young people are not encouraged to make connections, apply their knowledge in unforeseen circumstances or see things in different ways.    

(Carnell & Lodge, 2002, p.12)

Constructivist Model: 

Learners are highly involved in making meaning. 

They actively construct knowledge through such activities as discussion, discovery learning and open-ended questioning, usually related to their everyday experiences, often with the help of those around them. 

The emphasis is less on putting in information and more on drawing out new knowledge and understanding. 

The emphasis is not so much on the quantity, but more on the quality of the learning. The learner is helped to make connections and to gain new insight. 

(Carnell & Lodge, 2002, p.13)

In this model, the teacher is seen more as a facilitator. 

The responsibility for learning partly rests with the learner. 

The learner's ability is not seen as fixed, but capable of development through experience. 

The teacher is interested in finding out each learner's abilities, skills and interests. 

(Carnell & Lodge, 2002, p.13)

This model of learning encourages some aspects of effective learning. 

The learner is encouraged to develop their judgement about what it is important to know. It can encourage transfer of learning to different contexts, and may help the learner understand more about being a learner. 

While encouraging more aspects of effective learning, this model falls short of promoting the kind of learning young people need for their futures. 

They may remain dependent upon the teachers and not develop those dispositions required for future learners, for example as learners in a team. 

(Carnell & Lodge, 2002, p.14)

Co-Constructivist Model:

Expanded version of the constructivist model. 

Responsible for learning shifts from individuals to emphasize collaboration in the construction of knowledge. 

Learning involves collaboration by learners in critical investigation, analysis, interpretation and reorganization of knowledge, and in reflective processes, in areas that have meaning in the learners' lives. 

Holistic model of the learner.

 It takes into account the emotional aspects of learning, the dynamics of learning with others in groups, the significance of context, the purposes, effects and outcomes of their learning. (Carnell & Lodge, 2002, p.14)

"The co-constructivist model of learning is not common in schools, especially where there is an emphasis on performance rather than on learning." (Carnell & Lodge, 2002, p.14)

Encourages learners to be active in their learning and to determine its direction. 

It makes learning more purposeful and self-directed.

 It provides opportunities for learners to think about, to expand, to reconsider, to question, and to understand differently. 

It promotes an opportunity to develop an awareness of and to develop habits of focusing on, thinking about and tracking their learning. 

(Carnell & Lodge, 2002, p.15)

(Anderson, 1 99 9 : 68)