Why doing is NOT learning? Revisiting history-cued and means-ends strategies
In education, learning should be efficient and effective, with a clear direction. From this idea, learning intentions and success criteria were born. Yet, some theories suggest that learning by doing or immersing students in activities, provides at the very least, similar achievement outcomes as traditional teaching. When students are ‘doing’ the learning, teachers can ‘see’ their students learning; they are completely engaging in the activity and heading toward the goal, even if they are unsure of exactly where they are going.
It was said that thinking is the residue of learning, but when students are doing, they aren’t they also thinking? Therefore isn’t doing also the residue of learning. Is this true?
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1 年Teachers and sports coaches alike need to know that even if their students are ‘doing’ this is not synonymous with learning. We now know learning is occurring when your pre-frontal cortex, parietal lobe and pre-motor cortex are pumping. And we can only check on how much is actually learnt and retained when we later give the students a test. It is only then we find that some types of ‘doing’ are better than others.