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Abstract
The following essay answers the question how do students learn best? Knowing how different
factors impact learning indirectly explains the most effective ways students learn. The author
argues that students learn best in situations where learners are active participants that interact
with one another to solve problems and understand content. Further, she addresses the
importance of teacher expectations, self-efficacy, motivation, scaffolding, and accessing prior
knowledge contributes to the ways the students learn best.
use have the possibility of pushing students beyond their perceived capacity. Teachers can also
impact how students view their abilities to learn and their likelihood of academic success.
Furthermore, teachers are responsible for controlling and creating the learning environment
which can have positive or negative impacts on the creation or construction of knowledge. They
must also have a mastery of content in order to effectively teach students important information
correctly. All of the factors mentioned above must be considered to understand how students
learn best.
Application of content to past experiences and prior knowledge provides part of the
answer to the question how do students learn best? Ideas of connecting prior knowledge and
experience originate from developmental psychologists Jean Piaget and Lev Vygotsky. Both
argued that learning involves using prior knowledge as a foundation or stepping stone to new
knowledge (Omrod, 2011). Vygotsky explained a teacher should scaffold (Omrod, 2011), or
provide structures that support prior knowledge and also provide aid the formation of new
knowledge. Vygotsky also emphasized the importance of social and cultural interactions in
learning situations (Wertsch, 1985). He explained that ones interactions and experiences of
culture influence how one learns or approaches different situations. Further, higher cognitive
processes occur through social activity before they can become psychological (Werstch, 1985).
As Vygotsky explained, students learn best when past experiences, prior knowledge, and sociocultural influences are used during the learning and knowledge creation process.
A teachers instructional strategies and attitudes also shape student learning. Teachers not
only relay content, they also create the classroom environment. Students learn best in a positive
learning environment where they feel safe and have a sense of belonging (McMahon, Wernsman,
and Rose, 2009). Research shows that students that have a feeling of belonging and satisfaction
produces higher student self-efficacy, which in turn produces more positive academic and social
outcomes across all age groups (McMahon et.al., 2009). Teacher expectations and attitudes
create and influence the learning environment. Early relationships between students and teachers
serve as predictors of academic and behavior outcomes in the classroom (Hamre and Pianta,
2001). Teacher expectations can influence student self-efficacy and desire to learn (Omrod,
2011). Therefore, students learn best in a learning environment that creates a sense of satisfaction
and belonging, which the teacher influences and has the power to create.
Structures used to accompany learning also influence how students learn. As previously
noted, teachers can provide scaffolding to assist students in knowledge construction (Omrod,
2011). Different structures can be used to aid assimilation and accommodation of prior
knowledge to new knowledge; structured learning can solve disequilibrium (Omrod, 2011).
Cognitive and developmental psychologist Reuven Feuerstein also emphasizes the importance of
structured learning and teacher guidance. Feuerstein states that changing the structure of
cognitive or behavioral processes can enhance learning (Southeastern Center for Enhancement of
Learning, 2004). Feuersteins success with students with learner differences using structured
cognitive modifiability and mediated learning only further reveal the importance of cognitive
structures and teacher involvement (North American Feuerstein Alliance, n.d.). Providing
appropriate guidance and structures can increase more complex and abstract thinking (North
American Feuerstein Alliance, n.d). Providing learners with support for their cognitive skills
through knowledge structures is critical to success and complex problem-solving (Lemberger,
Brigman, Webb, & Moore, 2012). Constructing and building knowledge through mediation and
scaffolding provide two more ways in which students learn best.
Students learn best when then can interact with the teacher and one another. The
opportunity to work in small groups provides students the ability to learn from one another.
Small group work creates an environment in which students can engage with instructional
resources (Hamre and Pianta, 2001) and solve problems collaboratively. One study found that
using group work to teach math helped students with mastery of content and provided a balance
of intrinsic and extrinsic motivation (Rowan-Kenyon, Swan, & Creager, 2012). Additionally,
students need active engagement because disruptive peer behavior negatively influenced the
desire as well as ability to learn math (Rowan-Kenyon et.al., 2012). Low achieving students
benefit from working with peers because it improves self-efficacy (Van Gog and Rummel, 2010).
Collaboration allows for advanced processing, provides support and encouragement, and creates
rewarding social interactions (Lemberger et.al., 2012). Structuring learning with connections to
prior knowledge improves self-regulation, meta-cognition, and positive behavior skills which
leads to success in the classroom (Lemberger et.al., 2012). Learning must then occur best when
students are able to work collaboratively to solve problems and build relationships with their
peers.
Related to collaborative learning, active participation in the classroom enhances student
learning. Students that explore, influence, and manipulate the environment around them actually
make neurological connections that enhance learning of content through activity (Bandura,
2001). The ability to interact with and manipulate different concepts improves self-development
as well as adaptation (Bandura, 2001). Therefore, increasing the number of activities and lessons
that allow students to interact with the material are best for student learning. Learning occurs
when learners can make connections from their lives to the material; active student involvement
provides a framework in which students learn best.
There are many important factors that impact how a student learns; employing a multidimensional approach to address these factors creates an environment in which students learn
best. Students learn well when they can work with their peers and their teacher in a safe and
supportive environment. Teachers should display positive attitudes towards student learning and
create appropriate expectations for students that foster their self-efficacy and desire to learn.
Learning itself should be structured and scaffolded by the instructor so that learners can make
connections between new knowledge and past experiences. With that, learners need to be active
participants in their education. Activity and actions with curriculum help students to make
connections between their actions and the content information. Motivated students with positive
self-efficacy also learn best because they have a purpose for learning and a belief that they
complete the necessary tasks to learn. Describing how students learn requires the knowledge and
application of multiple learning theories. Furthermore, understanding how students learn most
effectively demands research and experiences in which certain strategies have been proven to
positively influence student learning.
References
Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, New Jersey: Prentice-Hall.
Bandura, A. (2001). SOCIAL COGNITIVE THEORY: An Agentic Perspective. Annual Review
of Psychology, 52(1), 1. Retrieved from http://search.ebscohost.com/login.aspx?
direct=true&db=a9h&AN=4445594&site=ehost-live
Bandura, A. (2002). Social Cognitive Theory in Cultural Context. Applied Psychology: An
International Review, 51(2), 269. Retrieved from http://search.ebscohost.com/login.aspx?
direct=true&db=a9h&AN=6384147&site=ehost-live
Hamre, B. K., & Pianta, R. C. (2001). Early TeacherChild Relationships and the Trajectory of
Childrens School Outcomes through Eighth Grade. Child Development, 72(2), 625.
Retrieved from http://search.ebscohost.com/login.aspx?
direct=true&db=a9h&AN=5552051&site=ehost-live
Lemberger, M. E., Brigman, G., Webb, L., & Moore, M. M. (2012). Student Success Skills: An
Evidence-based Cognitive and Social Change Theory for Student Achievement. Journal
of Education, 192(2/3), 8999. Retrieved from http://search.ebscohost.com/login.aspx?
direct=true&db=a9h&AN=85920665&site=ehost-live
McMahon, S. D., Wernsman, J., & Rose, D. S. (2009). The Relation of Classroom Environment and
School Belonging to Academic Self-Efficacy among Urban Fourth-and Fifth-Grade Students.
Elementary School Journal, 109(3), 267281. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=36042959&site=ehost-live
North American Feuerstein Alliance. (n.d.). NAFA Homepage. Retrieved May 6, 2013, from
http://www.thinkingconnections.org/index.shtml
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