If, instead, the point of departure is a core set of learning principles, then the selection of teaching strategies (mediated, of course, by subject matter, grade level, and desired outcome) can be purposeful. The many possibilities then become a rich set of opportunities from which a teacher constructs an instructional program rather than a chaos of competing alternatives.
Focusing on how people learn also will help teachers move beyond either-or dichotomies that have plagued the field of education. One such issue is whether schools should emphasize “the basics” or teach thinking and problem-solving skills. This volume shows that both are necessary. Students’ abilities to acquire organized sets of facts and skills are actually enhanced when they are connected to meaningful problem-solving activities, and when students are helped to understand why, when, and how those facts and skills are relevant. And attempts to teach thinking skills without a strong base of factual knowledge do not promote problem-solving ability or support transfer to new situations.
Chapter 6 of this volume proposes a framework to help guide the design and evaluation of environments that can optimize learning. Drawing heavily on the three principles discussed above, it posits four interrelated attributes of learning environments that need cultivation.
1. Schools and classrooms must be learner centered. Teachers must pay close attention to the knowledge, skills, and attitudes that learners bring into the classroom. This incorporates the preconceptions regarding subject matter already discussed, but it also includes a broader understanding of the learner. For example:
Cultural differences can affect students’ comfort level in working collaboratively versus individually, and they are reflected in the background knowledge students bring to a new learning situation (Moll et al., 1993).
Students’ theories of what it means to be intelligent can affect their performance. Research shows that students who think that intelligence is a fixed entity are more likely to be performance oriented than learning oriented—they want to look good rather than risk making mistakes while learning. These students are especially likely to bail out when tasks become difficult. In contrast, students who think that intelligence is malleable are more willing to struggle with challenging tasks; they are more comfortable with risk (Dweck, 1989; Dweck and Legget, 1988).
Teachers in learner-centered classrooms also pay close attention to the individual progress of each student and devise tasks that are appropriate.