Review the definition of learning you shared in your initial post in the Discussion Forum.

Drawing on the reading (with a focus on the Schunk text) how would you refine your definition
of learning, if at all? Explain what, if anything, makes your new definition more
complete/comprehensive/inclusive?
I believe that learning is an active process in which students are able to engage with and
manipulate objects, experiences, and conversations so that they can build mental models of the
world (Dewey, 1938; Piaget, 1964; Vygotsky, 1986). As learners explore the world they build
knowledge, explore their environment, converse and engage with others observe and interact
with phenomena, and make connections between prior understandings and new ideas. It is my
belief that teachers play an important role in providing a positive environment in which students
can be actively involved in the learning process. They should ensure that students are provided
with the experiences and resources they require so that they will be able to learn. Schunk (2012,
p.16) defines learning as “an enduring change in behavior, or in the capacity to behave in a given
fashion, which results from practice or other forms of experience,’ put another way, that learning
involves change, Learning endures over time, and learning occurs through experience.

In refining my definition of learning I believe that it is the experiences that are developed

through the acquisition of knowledge and skills by actively engaging with and manipulating

objects to bring out changes in behavior. Learning is a continuous process that lasts throughout

our lifetime. The definition proposed by Schunk makes it more complete as he mentions the

changes that should occur in behavior as a result of the experiences one might have and that it

lasts over time.

Concentrating on the Bransford, Brown, & Cocking text, to what extent do you feel your school
setting, personal classroom setting, or teaching philosophy approximates student-centered,
knowledge centered, assessment centered, and/or community-centered learning environments?
Justify with one or more examples from your personal school setting, teaching experience, or
research.

The learning environment is critical for the success of students. When students learn in a positive
learning environment they are more focused, motivated, engaged in the learning process and are
better able to retain information that is taught. On the other hand, a negative learning
environment restricts learning as it can be very uncomfortable, intimidating and distracting. I
have worked in Dubai and I have always ensured that I created a positive learning environment
for my students. I will explain how the four learning environments as proposed by Bransford,
Brown, & Cocking (2000) were incorporated in my classroom.
 Learner Centered Learning Environments - This environment refers to environments that
identifies the knowledge, skills, attitudes, and beliefs that learners bring to the classroom,
which can be attributed to the cultural background or prior experiences of the student. In
a learner-centered environment students are encouraged to use their past experiences and
knowledge to create new knowledge. When I use the learner centered learning
environment students are engaged in a lot of collaboration. Students are responsible for
their own learning and teacher acts as a guide and facilitator and provide support
wherever it is required. Students are often placed in small groups to work on a problem, a
project or to discuss a question. All the members in the groups are given an active role
which they have to execute for the success of the group. For example, if I am teaching
about plants, I will just give them the topic and ask them to come up with the content.
They will work collaboratively by doing debates, role plays, etc. then present to the rest
of the class.
 Knowledge Centered Learning Environment - This environment provides highlights of
the content that is taught in the classroom, why it is taught, and what competency or
mastery looks like for that subject area. It engages students in the construction of
knowledge – by organizing and relating to their prior experiences. In addition to teaching
new material, knowledge-centered classrooms connect what students already know to
new material. When I use the knowledge centered learning environment I normally use a
KWL Chart. Students are asked to say what they know or want to know on a particular
topic. I then go in-depth into the topic by allowing students to do research or providing
them with adequate information about the topic. This help them to gain new knowledge
as well as to clear up any misconceptions they might have.
 Assessment Centered Learning Environments - This environment gives teachers the
opportunity to understand students’ preconceptions by using frequent and immediate
formative assessments and purposeful summative assessments so that learning outcomes
can be mastered. Before some concepts are taught students are given a pretest such as an
Anticipation Guide to test their knowledge about a particular topic. At the end of a unit
and term they are also assessed to see how well they have mastered the concepts taught.
For group activities, they are sometimes asked to do peer assessments. They are given a
rubric as a guide to help them evaluate their peers. These tests assist teachers in
identifying the strengths and weaknesses of students to drive future planning.
 Community-centered Learning Environments - This environment can be described as the
context in which learning takes place for students. A “community” can consist of a class,
a school system, etc. In this type of environment students are allowed to take risks, make
mistakes, and be themselves. Children are able to connect with the real world outside of
school. When I teach about a particular topic such as Recycling students are taken on
field trips to get firsthand information about what happens at a recycling plant. Learning
then becomes more meaningful to them. Sometimes I also allow experts on certain topics
 to come into the classroom to speak on particular topics. Learning becomes more
meaningful and relevant and children always have something to take away from these
activities.
It is imperative that all the different learning environments are incorporated into the classroom.
They overlap with each other at times but they are all equally important and relevant to the
overall development of students so that they can function as 21st century learners. Sometimes
change will be necessary based on the topic to be taught or the need and nature of the students
that are in the classroom but if we plan effectively for the students then they will have positive
learning experiences.

References

Berkeley Center for Teaching & Learning, (2022). What is Learning? Retrieved from: What is
Learning? | Center for Teaching & Learning (berkeley.edu)

Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind,
experience, and school. Washington, DC: National Academy Press. Retrieved from:
https://www.nap.edu/download/9853

Schunk, D. H. (2012). Learning Theories: An educational perspective (6th ed.).