Learning in All Settings
June 29, 2021
Which environment best prepares children for their future careers and daily practical problems?
If asked this question, most people would most likely respond “school.” School, a formal learning setting, is a place where students are introduced to new concepts, challenged to critically think, interpret, analyze, and evaluate content. It is a place where students can discover new interests and promotes intellectual work that engages reflection and reasoning (Resnick, 1987). School, however, is not the only setting in which students learn; out-of-school learning is also extremely powerful. Students’ life experiences outside the classroom play a vital role in their learning. According to Jean Piaget’s assimilation theory, one aspect of the learning process involves interpreting new information within the framework of existing knowledge (Cherry, 2020). Much of this prior or existing knowledge is acquired outside of school, or informal contexts. There is strong evidence that more learning time takes place within informal settings compared to formal contexts (Fallik et al., 2013). These informal environments include cultural traditions, diverse communities, media, after-school programs, and travel (Fallik et al., 2013). It is imperative that educators today focus on integrating out-of-school experiences into the formal setting. When educators connect informal learning contexts to the classroom, student motivation increases, the concept of learning expands, and overall, students are more likely to develop new skills and abilities (Fallik et al., 2013).
The ultimate responsibility of educators is to facilitate student transfer of knowledge, from both formal and informal contexts to everyday settings of home, community, and workplace (Bransford et al., 2000). When I teach my students about historical events and world cultures, I am always hoping that the new concepts will transfer to not only other topics we explore together, but also to their future classes and personal lives. How does this type of transfer happen? Initial learning is fundamental for student transfer, and without an adequate level of basic learning, the transfer cannot be expected (Bransford et al., 2000). Developing a true understanding of a topic, beyond memorization, is more likely to result in a successful transfer.
Another instrumental characteristic of learning and transfer is time. Students need an appropriate amount of time for learning, as well as opportunities, to engage in deliberate practice (Bransford et al., 2000). This would include monitoring one’s learning experiences, along with effective feedback from teachers that support student growth and understanding (Bransford et al., 2000). Knowledge should be presented in a more abstract manner and not be “overly contextualized” (Bransford et al., 2000) since that can hinder transfer. Likewise, teachers can foster transfer through motivating students by providing engaging and dynamic activities showcasing student voices and creations. In addition, connecting students’ background knowledge to new ideas can also carry student learning from one situation to another (Naglik, 2020).
Metacognition is another vital element in the transfer of learning. Metacognition is the ability to monitor one’s current level of understanding and decide when it is not acceptable (Bransford et al., 2000). When students are cognizant of their own degree of learning, transfer of knowledge is more likely to occur. Reciprocal teaching allows students to gradually take on the role of a teacher (Bales, 2020). This method supports metacognition and promotes student agency in the classroom. The effectiveness of this technique is one that I have personally witnessed. In small groups, my students read a historical passage and then take turns summarizing, clarifying, questioning, and predicting, using provided prompts. Essentially, they are acting as a teacher and taking ownership of their own learning and understanding.
Students today come into the classroom with unique experiences and perspectives. They have learned both in formal and informal contexts. Regardless of the setting, it is necessary and vital for educators to implement strategies to increase the student transfer of knowledge. The transfer from school to the real world is the ultimate purpose of school-based instruction (Bransford et al., 2000).
References
Bales, Kris. (2020, August 28). How to Boost Reading Comprehension With Reciprocal Teaching. Retrieved from https://www.thoughtco.com/reciprocal-teaching-definition-4583097
Bransford, J., Brown, A.L. & Cocking, R.R. (2000). How people learn: Brain, mind,
experience and school. Washington, D.C.: National Academy Press.
https://www.nap.edu/read/9853/chapter/6
Cherry, K. (2020, April 11). The importance of assimilation in adaptation. Verywell Mind. https://www.verywellmind.com/what-is-assimilation-2794821
Fallik, O., Rosenfeld, S., & Eylon, B. (2013). School and out-of-school science: A model for bridging the gap. Studies in Science Education, 49:1, 69-91.
Naglik, M. M. (2020, May 17). Promoting the transfer of student learning. Megan Maxwell Naglik: Master of Arts in Educational Technology. https://sites.google.com/d/1Lqim-xJd4oE94SIbdDPXIzChkeXaJFPm/p/16Rh1f6ADpceo9ruXz1tO0E6LwOKXeOcV/edit