The Importance of Creating Positive Learning Environments
In society’s eyes, schools seem to be performing better than before, but this leads to a new set of problems and different expectations (Bransford & Council., 2000, p. 132). Over the years, the role of the teacher has changed from dictator to facilitator. Before, students sat in rows, took notes, and worship the ground the teacher walked on. In contrast, today, educators strive to speak less and guide their students during their learning journeys. This article discusses the importance of creating a positive learning environment that involves the community while connecting the learner, knowledge, and an assessment centered environment.
Learner-Centered
The International Baccalaureate program places the student in the center of its learning process. The student-centred approach mirrors the change in today’s education expectations. Placing the student in the middle allows teachers to facilitate learning. Students formulate questions and express personal opinions. Because teachers are no longer the classroom experts, progressive educational programs focus on the big picture, and prior knowledge students bring to the classroom (Bransford & Council., 2000, p. 134). To illustrate, IB Business Management focuses on six underlying concepts. These concepts encourage students to summarize case studies and business theories while allowing them to consider their culture and prior knowledge (Research et al., 2006, p. 3). Besides, students develop high order thinking skills that permit them to analyze a business decision critically and comprehend the benefits and implications of that decision. Therefore, it is evident that a student-centered learning approach encourages students’ growth and develops a positive learning environment where they can feel confident to express themselves freely.
Knowledge-Centered
Many modern education models strive to make education relevant to students. Connecting education to real-life experiences helps engage and promote knowledge-centered learners. According to Bransford & Council (2000), “activities can be structured so that students can explore, explain, and evaluate their process (p. 139). The source indicates that moving towards a knowledge-centered approach encourages students to pursue their appropriate conclusions. Students develop knowledge through critical thinking and analyzing relevant information and situations. Namely, business management students evaluate a leadership style using tools from the course to determine if the particular style promotes a positive impact on the business. These tools help and formulate an authentic opinion that students use to argue their point of view. With this in mind, it is obvious that knowledge and previous experience play a critical role in a learning environment.
Assessment-Centered
Many schools use varied formative assessments as a way to strengthen the learning environment in the classroom. Instead of focusing on the result, educators must focus on evaluations and track students’ progress over time. Most importantly, teachers should their progress, problems, and accomplishments with staff, parents, and students (Wiske, 1997; Wolf, 1998, as cited in Bransford & Council, 2000, p. 142). Therefore, including everyone involved in the learning process forms a personal community or team for each student. These teams develop personal formative assessments that include various goals and learning objectives. Assessments vary from portfolios to plenary or exit ticket activities. As a result, tracking and adjusting these assessment-centered activities, students move at their rhythm.
Overall, creating a learner, knowledge, and assessment-centered environment involves lots of dedication from each student’s community members. Because each student’s process is distinct, one cannot state the exact point of all aspects. However, education establishments acknowledge their importance and how they affect students’ learning environments and processes. Thus, school policies should support the needs of the community, teachers, and students.
References
Bransford, J. D., & Council., R. (2000). How people learn : brain, mind, experience, and school. National Acad. Press.
Elias, M. J. (2013, June 5). Engaged Teaching: “Do Now” Activities for Your Lessons. Edutopia. https://www.edutopia.org/blog/engaged-teaching-do-now-activities-sel-lessons-maurice-elias
Gagne’s 9 Events of Instruction — Center for Instructional Technology and Training — University of Florida. (n.d.). Citt.ufl.edu. https://citt.ufl.edu/resources/the-learning-process/designing-the-learning-experience/gagnes-9-events-of-instruction/
Halpern, D. F., & Hakel, M. D. (2003). Applying the Science of Learning to the University and Beyond: Teaching for Long-Term Retention and Transfer. Change: The Magazine of Higher Learning, 35(4), 36–41. https://doi.org/10.1080/00091380309604109
Kollar, I., & Fischer, F. (2010). Peer assessment as collaborative learning: A cognitive perspective. Learning and Instruction, 20(4), 344–348. https://doi.org/10.1016/j.learninstruc.2009.08.005
Research, N., Wilson, S., & Peterson, P. (2006). W O R K I N G P A P E R B E S T PRACTICES Theories of Learning and Teaching What Do They Mean for Educators? . https://files.eric.ed.gov/fulltext/ED495823.pdf
