Instruction and Student Learning Research Paper

Instruction and Student Learning - Research Paper Example One essential element that needs to be carefully monitored is the curriculum and instruction of the school. It is evident that any curriculum definition one way or another puts emphasis on the learning process, gained knowledge and skills, subject content and students’ comprehensive learning experience. In designing an appropriate course curriculum, an essential process needs to be considered including which curriculum model is most suitable for the needs of the learner. The process of learning is as important as the content learned (Newby 2005). One of the most traditional and most commonly used models is â€Å"content or syllabus-based†. Blenkin et al (1992) suggest that curriculum is delineated into subjects and delivered through a bulk of knowledge-content. Education, he states, is the route where these can be transferred to students using efficient teaching and learning methods. This type of curriculum emphasizes students attending schools to learn subject-specific facts. It also helps to use this model in assessment process where students, according to their gained qualification can be grouped in to high and low achievers. Schools at present may have similar goals of optimizing students’ learning and maximizing their potentials but may have differing philosophies, approaches and educational strategies in fulfilling these goals. â€Å"Predictably, the traditional teacher-centered model in which knowledge is â€Å"transmitted† from teacher to learner is rapidly being replaced by alternative models of instruction (e.g., learner-centered, constructivist, and sociocultural ideas) in which the emphasis is on guiding and supporting students as they learn to construct their understanding of the culture and communities of which they are a part (Brown et al., 1993; Duffy & Cunningham, 1996; Pea, 1993). In the process of shifting our attention to the constructive activity of the learner, we recognize the need to anchor learning in real-w orld or authentic contexts that make learning meaningful and purposeful. â€Å" (Bonk & Cunningham, 1998, p.27) Constructivist theory is gaining more attention, recognition and acceptance in many educational institutions. It premises on the belief that learners â€Å"construct† their own learning, and in effect, have better retention of it. In the Constructivist theory the emphasis is placed on the learner or the student rather than the teacher or the instructor.   It is the learner who interacts with objects and events and thereby gains an understanding of the features held by such objects or events.   The learner, therefore, constructs his/her own conceptualizations and solutions to problems.   Learner autonomy and initiative is accepted and encouraged (Van Ryneveld, n.d., n.p.). Teachers come up with several strategies in capturing their students’ attention, and courses are offered in helping educators become more efficient in imparting knowledge and skills t o their pupils. No longer do they limit their teaching strategies to boring lectures, dizzying written and oral examinations and students’ delivery of memorized answers to expected questions. Teaching aids have likewise expanded from using flashcards, blackboard demonstrations and textbooks to more concrete materials like actual 3-dimensional objects, dioramas and multimedia materials. Activities are likewise evolving to be more