Leading view papers – Days 1 to 7

How do we meet the challenge of inspiring learners?

 

Abstract

The deep learner is supposed to have had experiences through the acquisition of specific knowledge, skills, habits, attitudes and ideas that place him or her in a special category of learners. If these experiences are something to come by, then the deep learners should not find schooling boring and disengaging because they have the tools that allow them to meet the challenges that inspire them to do their learning with little or no guidance or facilitation.

In this paper we will discuss in detail the types of experiences, lessons and extended tasks that are needed to provide for the deep learner and the implications for school organisation and design, with special reference to how we can harness the new technologies to provide learning experiences for students in general.

Introduction

Learning is inspirational and transformative and the success of learning will depend on a number of understandings and actions by the student. Learning becomes operative and the skills acquired can be successfully applied by the students when situations present themselves. If this is successfully done, then the actual burden of the teacher – teaching, teaching and teaching – will be lessened and the teacher will have time to attend to individual learners as they go about doing their work on their own. Once students have been couched into this scenario, where they are able to do their own learning with little or no supervision, then they would not find schooling boring; neither would they require being motivated because they would have developed their intrinsic motivational habit to a higher degree.

What types of experiences are required for the deep learner?

In our attempt to improve the experiences of the deep learner, we have always given thought to planning, not just planning for the sake of it but elaborate planning (Ashman & George, 1980). We have always considered, in our initial and advanced planning, the ability of the student to:

• be able to absorb new knowledge and skills
• read and understand the medium of communication, that is, the language in which the student is being instructed.
• read at a reasonably faster pace; to be able to cover a given task in a given time
• take note of key information while reading by keeping notes
• consult and make references from sources consulted while studying
• keep accurate records for future use: notes, files, and so on.
• use resources such as the following: library, laboratory, workshop, computer and internet
• summarise key information from a jungle of reading materials
• write intelligibly a report on what is read, studied or observed.

What if the student does not have the skills and experiences required to do all those listed above? The answer is that we have to begin from the beginning, to lay that foundation in a solid manner, so that the learners are able to build on this (Gibbs, 1981; Harman & Freeman, 1984). We personally think that it is absolutely necessary to make sure that students get to know how important it is to rely on their own given talents, knowledge, acquired skills and experiences and turn them into assets, so that they are able to make use of them to solve their individualised problems as they come face to face with them. Being able to solve problems, using one’s knowledge, skills and experiences, is a great hall mark to independence, which is one of the major aims of education (Marshall & Rowland, 1983; Mckeachie et al. 1994; Palmer & Pope, 1984; Rowtree, 1990). All teachers will love to see students grow to become independent thinkers.

1. The deep learner’s previous experiences place the learner in proper perspective to be able to absorb new knowledge and skills. As educators, we have been convinced beyond reasonable doubt that the previous knowledge and experiences of the learners are paramount to the understanding of new knowledge in the teaching-learning environment. The acquired skills, knowledge and experiences need to be tested from time to time to make sure that the learner really has had them firmly ingrained in his or her knowledge and skills slot. That is the main reason why teachers are required to start their lessons with the learners’ previous knowledge, skills and experiences in mind, so they are able to take part in the learning activities.
2. Our world has been inundated with billions of reading materials. One of the main sources of knowledge is in the print format. This means that the learner should have the knowledge, skills and experience of reading and be able to read very fast to be able to cover a wide range of reading materials in order to get the information required for any given purpose. To the deep learner, reading must be a hobby and a habit so that when both are combined (hobby and habit) the learner becomes comfortable with reading materials. In this way, knowledge and skills can be acquired independently and the experiences would be rewarding in time perspective.
3. Note taking and summary making skills. There are two ways of making notes. These are mental and written. When reading material is read, the reader, in most cases, makes mental notes; especially when reading novels for entertainment. On the other hand, when reading for information to complete assignment, write a report and prepare a speech or article for publication, then there is the need to taking down notes in a written form so that the information noted down could be  kept in a file and revisited and used at the most appropriate time. The deep learner needs the related knowledge, skills and experiences to be able to meet the challenges of the print and non-print media. Writing knowledge and skills place the deep learner in a comfortable position where experiences can be positively applied.
4. Memorisation and remembering skills. Most educational psychologists and learning therapists have, in many cases, written against memorisation. Their views have implications, especially when memorisation is in the rote format where understanding is sacrificed. However, memorisation is a skill that is required in many things that we learn. Without that we will learn nothing. The deep learner would need to memorise and remember where particular information is stored and can be retrieved when required and used to resolve a pressing problem. The deep learner needs memorisation and remembering skills. These experiences are very crucial because they help the learner to buttress acquire knowledge and skills and apply them when required.
5. Speed writing skill. In the normal classroom situation, learners write at a pace where they are comfortable. In particular situations, it becomes necessary to write faster than normal. For instance, during examination, lecture time, conference, and seminar, and if one is a secretary, one would have to take notes during executive meeting to be able to write the minutes of the meeting. The deep learner would need speed writing skills to be able to cope with a variety of situations in the process of acquiring knowledge. To be well equipped with the experience of speed writing skill, the deep learner has the freedom to write, and does so at will and independently.
6. Sketching and drawing skills. There are situations when written record alone does not provide enough information for a given task. For this reason, one would like to make some illustrations through sketching or drawing of some kind. Pictures and sketches speak volumes. Therefore, there is need for the deep learner to acquire the knowledge and skills to make proper drawing and sketching to respond to a need. The experiences of sketching and drawing will inspire the deep learner to forge ahead confidently.
7. Appreciation skill. What role does appreciation play in learning? It is important to indicate that appreciation is a very important ingredient of learning. In this instance, experiences, knowledge and skills are practically put into practice. When one finishes a given work, it is necessary to have a critical look at it and place the finished work in an appreciative mood so that its relevance is articulated. Appreciation skill, like all the other skills is required by the deep learner to be able to make informed decision in learning.
8. Creative and critical thinking skills. These skills are required by the deep learner. Creativity is a skill that has taken humankind to this technological and scientific age where developments in inventions are in a perfect state of flux. This confusion has become part and parcel of our modern world. Critical thinking is required to be able to make decisions and take action about events. These twin skills are required by the deep learner to be able to buttress experiences to place events in their proper slots. To maximise the quality of one’s thinking, one must learn how to become a more effective critic of one’s work. To achieve this, one has to make learning about thinking a priority. In this sense, what is learned should always be put into relevant, applicable and practical use. Therefore, the deep learner should be a critical thinker. When this skill is mastered, the learner should be able to do the following:

   - think in a clear, precise, accurate, relevant and consistent manner
   - be constructively sceptical
   - identify and remove bias, prejudice and one-sidedness
   - be a self-directed, in-depth and rational learner.

9. Communication skill. There are several ways of communicating. It can be written, verbal, sign or body language. Whatever form it takes, there is a need to acquire the skills that would make it possible for one to communicate in a way that others would be able to understand the information communicated. The deep learner would like to share ideas and experiences with fellow learners through communication and for this reason the skill is required.

What lessons and extended tasks are needed to pep up the deep learner?

We must consider the significance of the school climate, the curriculum, individual differences and above all modern technology. We must sincerely take all these into account when trying to improve the knowledge, skills and experiences of the deep learner. We need to make sure that the school climate is ideal and that individual differences become a central hub for activities because each individual student is the controller of his or her learning philosophy. The curriculum must help to buttress the experiences by making sure that what is included reflects the ideals and experiences of the learner. Lastly, we must take into account the application of modern technology which has infiltrated into every facet of modern life. Being able to positively use this technology is an added advantage because it will add to the experiences of the learner.

Further to the above discussed issues is the categorisation of our school system into primary, middle, secondary and high schools. Each of these categories has its peculiar student’s characteristics. These characteristics take into account students’ capabilities. These capabilities help to determine what the students in each category is able to do unassisted. The experiences required to turn each category into lifelong learners are:

• developing as a responsible learner
• developing as a resilient learner
• developing as a resourceful learner
• developing as a reflective learner
• developing as a reasoning learner.

The involvement of the students is more than just enquiry or project-based learning. It is also self-identification, self-adjudication and, above all, self-discipline. The students should be channelled to be intrinsically motivated and wanting to work without coercion so that they are able to take control of their entire learning. Such experiences will inspire learners to do their learning unassisted.

What are the implication for school organisation and design?

Parents should liaise with the educators so that the learning experiences of their children do not become the preoccupation of the educators only. Regular visits and interaction with both the educators and the learners would mean that the whole system is no more isolated from the beneficiary. And for this reason, the educators would have the feeling that parents have not dumped their children on them. Since schools are owned by their communities, like parents, the communities should be engaged in the activities of the schools so that they would feel the sense of belongingness. These experiences would forge cordiality among the beneficiaries. It would lead to appropriateness in the organisation of several activities in which both the school and the communities would be involved and contribute to the enhancement of learner experiences.

In a research study titled School management and organisation: parent-community involvement and their effects on teacher effectiveness and learner performance: a study of schools in Botswana, it was found that the closer the parent and community are to the education of their child, the greater the impact on the child’s development and educational achievement (Boaduo 2005). The same study further revealed that learners’ commitment to schooling is primarily shaped by parents and communities through what was named as ‘curriculum of the home’. However, this involvement is an alterable variable which can be influenced by the school and teacher practices. The conclusion was that the home and the community as a whole are the most essential to the success of the child and help to enhance the experiences of the learners.

How can we harness the new technologies to provide learning experiences for students in general?

Whatever would be used in a lesson should be made available in the required quantities to improve the experiences of the learner. This should apply to both the experiential needs of the educator and the learners. This would make it possible for all parties to take part in the activities in the teaching-learning environment. Anything that is used by the learners should be within the cognitive and physical maturity so that they are peaceful with them and use them without any form of inhibition thereby enriching their experiences. The materials should provide challenges that the learners should be able to respond positively.

What kind of educator would the deep learner require?

Educators should be able to employ the knowledge and skills acquired during training, with a bit of personal initiative, to be able to adapt to situations as they arise in the classroom. They should be able to apply a variety of teaching methods, use different techniques and approaches as they lend themselves in the situation created in the classroom. Their organisation should take cognisance to the fact that independence is necessary and should be made accessible to the learner. All methods, techniques, strategies and approaches should be future prone to make the learners to think ahead of their time and be able to project into the future. All these experiences will inspire the learners to forge ahead.

Educators’ training should be such that it is commensurate with the changing technological scenario world wide. The training should take cognisance of both regional and international perspectives. This would enable educators to be internationalised so that their activities and services provision is in line with the globalisation concept. This would mean that educators would have no boundaries and would be able to teach in any part of the world and do the teaching appropriately. Such educators would be inspiration and inspire the learners, as well.

Conclusion

From the discussion presented so far, it is pertinent to indicate that there is a multiplicity of knowing if we are to provide the deep learner with worthwhile experiences, and if we want to inspire them to learn. Since learning is a continuous enterprise in the life of a human being, there is a need to improve and advance learning skills and knowledge acquisition techniques, to be able to satisfy the ego of the deep learner. In an attempt to succeed in pleasing the ego of the deep learner, educators need to equip the deep learner with a multiplicity of skills and be able to apply them practically in real life. The educator requires a lot of work, sacrifice, evaluation of strategies, assessment procedures and monitoring and, for that matter, should be an indefatigable character to be able to accomplish set objectives. On the part of the deep learner, there is need for resilience, persistence, practice and application of the acquired knowledge and skills without which the acquired skills will evaporate into nothingness and the experiences would have no relevance. Every learner can be a deep learner, provided that the required principles and skills discussed are mastered and applied in practical terms. In effect, the deep learner can also be the kind of student who takes control of his or her learning through structured programme, by applying the relevant knowledge, skills acquired and experiences that allow for independence in all the things that the deep learner does.

References

Ashman, S & George, A (1980). Study and learn. London: Heinemann Publishing Co. Ltd.
Boaduo, NAP (2005). Education: theory and practice for teacher training in Africa. Unpublished manuscript. Boaduo Educational Consultants Pty Ltd, Gaborone.
Ellis, P & Hopkins, K (1995). How to succeed in written work and study: A handbook for students. London: Collins.
Fisher Cassie, W & Constantine, T (1977). Student’s guide to success. London: Macmillan.
Freeman, R (1982). Mastering study skills. London: Macmillan.
Gibbs, G (1981). Teaching students how to learn. Milton Keynes: Open University Press.
Harman, C & Freeman, R (1984). How to study effectively. Cambridge: National
Extension College. Correspondence Text. ED07.
Marshall, LA & Rowland, F (1983). A guide to learning independently. Milton Keynes: Open University Press.
Mckeachie, WJ et al. (1994). Teaching tips: strategies, research and theory for college and university teachers. (9th ed.). DC Heath and Company. Lexington: Mass. Toronto.
Palmer, R & Pope, C (1984). Brain train: studying for success. London: Spon.
Rowtree, D (1980). Learn how to study. London: MacDonald.

ABOUT THE AUTHOR

Dr Nana Adu-Pipim Boaduo is a lecturer in the Department of Languages and Social Sciences Education, in the Faculty of Education, at the University of Botswana. Ms Saline Monicah Babitseng is a language teacher adviser at Gabane Primary School, in Botswana.

 

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