Abstract

IMPLICATION IN TEACHING A LEARNING RESEARCH

Dr. Mrs. Sunila Malik

Volume: 4 Issue: 1 2014

Abstract:

This paper is a summary of the key findings of two reports recently commissioned by the Office of Learning and Teaching. The Faculty of Education at Monash and the Australian Youth Research Centre in the Faculty of Education at Melbourne University scanned the literature on teaching and learning to identify the major trends relating to research, theory and practice. This is a snapshot of their research findings. The paper is organized into two sections. The first section looks at the major trends in pedagogical thinking; life-long learning, changes in theories of learning, deep understanding and concept formation. The second section identifies various teaching and learning practices that reflect these new ways of thinking; collaborative learning, learning communities, rich tasks, assessment practices and ICT. “Learning is concerned with promoting skills and competences necessary for developing general capabilities and specific performance in work situations. Skills and competences developed through programs of lifelong learning are vital for workers performance in their tackling of precise job responsibilities and how well they can adapt their general and particular knowledge and competences to new tasks.” Finding ways to encourage lifelong learning, through workplaces and beyond formal learning contexts, is a growing concern of all nations, including Australia (International Labour Organisation 2000). Lifelong learning formally begins in the pre-school years. Students’ formative years are of crucial importance in learning how to learn, stimulating the motivation to engage in further learning and building the skills for effective lifelong learning.

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