Education and Early Childhood Learning

Curricular Connections

Elements of Integration in the Classroom

Appendix A: A Generic Model of a Teaching-Learning Process

This teaching-learning process is based on a problem-solving approach. It is appropriate and applicable to all curricula. It must, however, be adapted to the area of study in question.

Problem-Solving Approach

A problem-solving approach sets the stage for active student participation and provides the parameters for the learning experience. Guided by learning outcomes, the student researches, organizes, evaluates information, and determines the action to be taken. The problem-solving process can be used as a way of teaching and as a way of learning.

According to Lunkenbein in Legendre (1993), problem-solving involves

introducing a variety of problems in a variety of contexts
recognizing that the problem provides the context
realizing that the problem-solving process is equally as important as the solution

As a curriculum planner, the teacher chooses, constructs, and plans learning situations with rich and stimulating problems as a starting point (Legendre). The teacher also reflects on the context of learning and the relevant circumstances of the learning situation, including

psychological factors (motivation, interest, intention)
social factors (teacher-student and student-student interactions)
physical environment (time, space, noise, resource materials)

The cognitive, affective, and social domains provide a context for the learning of the subject-based knowledge and skills, and are an integral part of the teaching-learning process. These non-subject specific domains foster the active and deliberate construction of meaning (Meirieu, 1992).

This involves three stages

1. Contextualization of learning

In this first stage of learning, students are actively involved in tasks within a specific context. Through reflection, clarification, organization, research, evaluation, and presentation, students acquire new knowledge and skills. The teacher determines which context most favours the acquisition of learning outcomes by

taking into account previous student knowledge and skills in order to come up with a new learning context that is within his or her grasp
ensuring that the new learning context will be stimulating and relevant so as to foster student motivation

In the classroom, the teacher's role is to

present the learning outcomes to be pursued within the context of learning activities
provide essential resource material
assist students in their search and organization of information as well as help them understand and internalize their actions

Example

In visual arts, colour is a major element used in representing and expressing perceptions, sensations, and ideas. A Grade 3 or Grade 4 teacher wanting to introduce students to colour mixing, may start by having students discuss briefly the concept of colour.

Using student perceptions as well as visual materials, the teacher further awakens and stimulates the students' perceptions of colour. Then, through exploration exercises, only primary colour pigments are made available and students discover secondary and tertiary colours. The teacher verifies that students' explorations are varied and they meet learning outcomes (if this is not achieved, the teacher guides students through further discoveries).

2. Decontextualization of learning

Once students have acquired new knowledge and skills, the next step is to isolate the learning from the original situation. This decontextualization of the learning is necessary for deeper understanding. Contextualization, the first stage, is task-oriented. This second stage involves a mental process where the newly acquired skills and knowledge move to a symbolic or abstract level.

Example

When visual arts exploration exercises are completed and students have discovered knowledge and skills sought by learning outcomes, the teacher helps them draw conclusions and formulate principles relating to the newly acquired information -- yellow + blue = green (secondary colour); red + yellow = orange (secondary colour); blue + red = purple (secondary colour); green + blue = blue-green (tertiary colour); and so forth.

3. Recontextualization of learning

If students are to use their newly acquired knowledge and skills in different situations, they must identify the general principles from a given situation or context and apply them to new contexts. It is important to build bridges and establish links. To this end, students seek out similar situations where acquired concepts or skills may be put into practice. Students should

delve into personal experiences
question friends, relatives, and professionals
conduct research to discover situations which can be dealt with in the same way

Example

Using large format art reproductions, students analyse colour mixtures used by artists to represent and express sensations and ideas. A theme is then presented where students will use colour as well as other design elements to represent and express their sensations and ideas. Follow-up discussion will focus on colour, colour mixing, and the role of colour in representing and expressing sensations and ideas, both in the work of students and artists.

Note: Recontextualization, in some instances, might precede the decontextualization stage, when it can further help students solve or clarify the problem posed in stage one.

Teaching-Learning Process Model

As the teaching-learning relationship evolves, students take part in a process aimed at achieving the learning outcomes prescribed by the curriculum. In learning situations, there is constant interaction between teacher and student. This process, as illustrated in the model that follows, is presented as three linear and separate dimensions: Preparation for the Learning Situation, Realization of the Learning Situation, and Integration of the Learning Situation. In actual practice, aspects of these dimensions tend to blend or overlap (Ministère de l'Éducation du Québec in Legendre, 1993).

Each dimension presents teacher activities parallel to student activities, and an ongoing formative evaluation process. The intent of the evaluation process is to monitor student progress. The ongoing formative process is also useful for evaluating the teaching process. Teachers' critical reflection is especially important to ensure that students

carry out tasks related to the learning outcomes
master the knowledge and skills outlined in the curriculum
are presented with problems that are meaningful and significant

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Contextualization and Preparation (Table 1)
Teaching Process	Learning Process	Interactive Formative Evaluation Process
Teacher makes reference to previous experience, knowledge, and skills presents learning outcomes to be pursued (connects these with previous learning experiences, and places outcomes to be pursued in a context where students will focus on tasks or problems in search of new information) proposes relevant learning activities in order to develop interest and motivation facilitates the organization of the learning environment (human and material resources, space, time); gives instructions and suggests various methods of operation	Students reflect on previous experience, knowledge, and skills make connections with previously acquired experience, knowledge, and skills and proposed outcomes determine that new skills and knowledge are required to achieve the outcomes define and clarify the tasks or questions to be solved in order to achieve the outcomes propose or choose motivating activities which will satisfy their need for new information organize themselves and interact with the learning environment (human and material resources, space, and time)	Teacher ensures that students recall knowledge and skills previously acquired students make connections between present learning situation and previous learning experiences tasks or problems presented are understood and pertinent for all students (if not, teacher reformulates problem) students are inspired and motivated by the proposed learning activities students understand what is expected of them students design an effective workplace

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Contextualization and Realization (Table 2)
Teaching Process	Learning Process	Interactive Formative Evaluation Process
Teacher guides, proposes, questions, and helps students to understand and internalize their actions (makes suggestions and gives information as required) encourages students to pursue or repeat certain tasks supports students who experience difficulties	Students complete task or solve problem with available resources) research information needed (organize and evaluate it and determine action to be taken) use in and out of school resources (students themselves may become a resource to other students) present their results	Teacher ensures that students' involvement is monitored as well as their procedures and strategies as they select resources and gather information evaluate and organize information present results

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Decontextualization and Integration (Table 3)
Teaching Process	Learning Process	Interactive Formative Evaluation Process
Teacher fosters a debriefing process by encouraging students to become aware of newly acquired knowledge and skills fosters students' critical reflection on the effectiveness of their learning process and possible improvements helps students reflect upon the significance of the learning situation helps students assess their performance and degree of satisfaction	Students draw conclusions, identify rules and principles, and in so doing become aware of the newly acquired knowledge and skills that meet learning outcomes discuss workplan and results assess effectiveness of the learning process integrate newly acquired knowledge and skills by discovering personal meaning, thus expanding repertoire of knowledge and skills communicate degree of satisfaction without fear of criticism build self-confidence	Teacher ensures that ensures that students draw conclusions, identify rules and principles, and connect this new information with learning outcomes and previous learning experiences verifies that students evaluate their learning process and experience verifies that students evaluate their performance and degree of satisfaction in the learning situation, and that they become aware of the expansion of their knowledge and skills

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Recontextualization and Integration (Table 4)
Teaching Process	Learning Process	Interactive Formative Evaluation Process
Teacher helps students identify and transfer the newly acquired knowledge and skills to analogous tasks	Students identify and transfer the acquired knowledge and skills in achieving analogous tasks and discover significance in the transfer	Teacher ensures that verifies that students have transferred the acquired knowledge and skills to analogous tasks

Note: The teaching-learning process starts again when the teacher proposes a new learning situation where the knowledge and skills will be reinvested and further elaborated by adding a new dimension (new learning outcome).

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