Learning theories

After the refugee workshop at PLANT NOMA, I thought it could be a good idea to research alternative methods of learning in depth with the purpose of giving future workshops and drop-in sessions more direction. As mentioned in previous meetings, some well-known methods are active learning, object-based learning and project-based learning, which all centre on the students and the way in which they learn.

Active learning is defined as a process which focuses on how students learn and not what they learn. They are encouraged to think hard by teachers challenging their thinking. This means, students don't merely receive information passively, but rather build knowledge in response opportunities provided by the teacher.

Active learning is based on the constructivism theory, which makes emphasis on the fact that learners construct and shape their own understanding. Constructivism states that learning is a process of "making meaning." Moreover, the theory of "social constructivism," argues that learning happens mainly through social interaction with others. In the context of learning English as a foreign or second language, engaging in conversation with others is a great way to help with a persons fluency and an opportunity to learn and assimilate new vocabulary.

Active learning links to other theories such as Rousseau's idea that learning should be relevant and within a meaningful context. Therefore, we learn best when we can see the usefulness in what we learn and can connect it with the real world. I believe that, with the activities the group has proposed as part of The Language of Clay, the aim is to use active learning to inspire pupils to discover clay as a material and elicit a conversation while focusing in the context of culture.

One of the characteristics of active learning is to give more importance to the objective of a lesson than the task itself. Therefore, rather than focusing on selecting a certain activity for our workshops, we should clearly outline the outcomes we wish to achieve by the end of the lesson.

Object-based learning also centres on the student an sees objects as signifiers of deep learning; multi-sensory "thinking" tools that can be interrogated to promote learning and engagement. The objective of an object based lesson is to interact with the tactile nature of the object and the associations and understanding that come from it. This way, objects stimulate the learner's imagination and helps them apply their understanding to other context and problems. More specifically, students are asked to physically handle the objects and make observations about the form, find a meaning for it, compare it to others and discuss its function.

In the case study 'A Matter of Taste', Dr. Kirsten Hardie asked a group of students specific questions about sketches, photographs and quotations found in a museum. The aim of this task was to "develop knowledge and understanding of, and the ability to use, the language and approaches that are used to define, decode and decipher how we communicate and read and judge the visual across a variety of contexts." Some of the questions were: what is its function, age and target audience? Who designed and manufactured it? Is it ergonomically designed? What does the object communicate and what values do you think it has? and Does it appeal to you? Does it not? Students were encouraged to answer the object and interpret them: “interpretation is the process of constructing meaning. Interpretation is part of the process of understanding".

Previously, we experienced object-based learning by the interrogation objects found in brook's building clay room. Also, the activity "textures in clay" was a great opportunity for children to interrogate clay and be creative. Several of us also proposed the activity of getting the students to feel the clay or other tools and interrogate them so as to elicit vocabulary and adjectives associated with touch.

Finally, Project Based Learning is a method in which knowledge and skills are gained by working for an extended period of time to investigate and respond to and authentic, complex question or challenge.

Some of the elements and goals of project-based learning are Key knowledge, understanding and success skills, which means the focus of the project is on the learning goals as well as skills such as critical thinking/problem solving, communication, collaboration, and self-management.

Challenging the problem or question is also crucial, as students are expected to answer at the appropriate level of the challenge. Another goal is "Sustained Inquire", which encourages students to engage in an extended process of asking questions, finding resources and applying information. Reflection, public product and critique are other aspects of project-based learning.

I believe The Language of Clay in general is a way for us to explore project-based learning as we all working to respond to the complex challenge of using clay as a medium to support and develop language use and aid communication.

References:

* https://www.cambridge-community.org.uk/professional-development/gswal/index.html

* https://blogs.shu.ac.uk/engagement/toolkit/breif/?doing_wp_cron=1519730685.6363220214843750000000

* https://www.heacademy.ac.uk/system/files/kirsten_hardie_final.pdf

* https://www.bie.org/about/what_pbl