3Cs for better teaching and learning

8 Jul

The cognitive approach combined with the constructive and cooperative practices enable effective teaching and meaningful learning.

C1 -Cognitive approach makes teaching and learning easy and effective. Viewing learning as a student-centered and dynamic process where learners are active participants, it strives to understand the reasons behind behavioural patterns. The individual way we approach learning and whether we believe in our abilities are huge processes that are running all the time behind student performance. This is why I believe it is important to build strong learners.

C2 - Constructive practice emphasizes the students’ need to construct their own understanding. Delivered or transmitted knowledge does not have the same emotional and intellectual value. New learning depends on prior understanding and is interpreted in the context of current understanding, not first as isolated information that is later related to existing knowledge.

C3 – Cooperative learning engages not only the whole student in her/his learning, but also the whole class (or school, or even a district!) into the learning process. Teaching and learning become meaningful for both teacher and students, because there is no need for the power struggle in the classroom: why would a student rebel against the rules s/he has been creating? Wide range of different teaching and learning strategies can be utilized, and there is much more time to teach and learn!

Deep learning (or “syväoppiminen”, as I learned the term while studying for my M. Ed. in the University of Jyväskylä, Finland) helps brain to reconstruct the long-term memory, and stores the learned content quite permanently. Its counterpart, shallow learning, only stores learned items to our short-term memory and they get discarded after a while whey they are not needed anymore. Think of cramming for a remember-every-small-detail – type exam. The difference between these two types of learning is huge – one builds for life, other is for temporary use. And in educational settings we are always dealing with both types of learning.

While reading about the “summer learning loss”, I cannot but think that those forgotten things were never deep learned. And because re-re-redoing things is extremely frustrating for both teachers and students, I wish more teachers intentionally chose how they teach and aimed for deep learning. 3Cs are one way of focusing on deep learning. They are easy to use and applicable in all levels of education – they are equally important in early childhood education as they are for people pursuing their masters or doctorates. Very few of us (humans) enjoy experiencing someone to use unnecessary power or control over us.

How do you provide your students with meaningful learning experiences?

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4 Responses to “3Cs for better teaching and learning”

  1. DrEMiller July 9, 2012 at 12:17 pm #

    Reblogged this on Eleanore's Ramblings….

  2. earthriderjudyberman August 14, 2012 at 4:38 pm #

    I’m just beginning to incorporate Common Core into my instructions in Language Arts (English – 7th grade). It appears that CC’s focus is deeper learning. Learning with the end in mind.

    Thank you for visiting my blog and following it.

Trackbacks/Pingbacks

  1. Open and honest communication « NotesFromNina - November 3, 2012

    […] third step in open and honest communication is the cognitive part: knowing what I learned and how I did it. […]

  2. Successful learning experiences « NotesFromNina - November 24, 2012

    […] Students’ perception creates the emotional learning environment of the classroom or the entire school. Please note, though, that I am not talking about entertaining students. My intention is to describe a learning environment where students cooperate and are accountable for their own learning.  In Finland one measurement for successful education is “kouluviihtyvyys”, which approximately translates to school enjoyment, or school satisfaction, but actually has some deeper connotations[1]. School satisfaction is seen to be built of several components where  school conditions create one part, social relationships another part and means for self-fulfillment in school the third crucial part – following the categories of having, loving, being by Erik Allardt[2]. I cannot but see the equivalence to the 3Cs: constructive tools used in cooperative way to provide cognitive connections. […]

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