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APPROACHES TO LEARNING

Romania,

October 2012

Approaches to teaching – strategies

in the Polish Educational System

Developing competences necessary at the labour market: languages, IT skills, entrepreneurship,

Individualisation of teaching-learning process (taking care of learners with special educational needs),

Offering students extracurricular classes developing their knowledge and skills, compensatory lessons, interest

groups, Focusing on scientific subjects – Mathematics, Physics,

Chemistry (shortage of engineers at the labour market), Developing key competences established by the

European Commission

Key competences in ”Lifelong

Learning Programme” communication in the mother tongue - ability to express

and interpret concepts, feelings, facts and opinions in various cultural contexts

communication in foreign languages mathematical competence and basic competences in

science and technology – ability to solve a range of problems in everyday situations

digital competence - confident and critical use of communication technology

learning to learn - ability to organise one's own learning social and civic competences - personal, interpersonal

and intercultural competence that equip individuals to participate in a social and working life

sense of initiative and entrepreneurship - creativity, innovation and ability to plan and manage projects

cultural awareness and expression - creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature and the visual arts)

How to harmonize the aims of the Educational System, teaching

approaches and students' learning styles? I. Analysing the principles of the core curriculum

and educational requirements

II. Research in teaching approaches and teachers'

teaching styles

III. Research in students' learning styles, attitudes

and expectations

outcome:

establishing common ground –

teaching approaches and styles

conducive to students' effective learning

disseminating the results of the research

among teachers

approaches to learning and teaching - questionnaires

We prepared questionnaires for teachers (20) and students (20) of our Junior High School. The questionnaires focused on several aspects of learning and teaching and gave us feedback concerning teachers’ approaches to teaching and students’ approaches to learning.A questionnaire for teachers focused on: teaching styles and preferences classroom management (planning, forms,

tools and content) students’ assessment solving students’ problems with learning

A questionnaire for students concernerd mainly: learning styles approaches to learning and preferences problems with learning

students' learning styles

The students were asked to choose the learning style that they respresent. A lot of them seem to be visual learners which means they need visual elements to acquire knowledge. This encourages teachers to use overhead projectors and other visual aids. Students usually find it easy to organize their learning process – they have no problems with preparing visual aids and using them for memorising new material.

Learning styles

KinestheticlearnersAuditorylearnersTactile learners

Visual learners

Another question concerning the students’ learning styles referred to the dominance of a

hemisphere. Almost half of the students pointed to the left hemisphere and the other half – to the

right one, which means that there is great diversity in this area. Teachers have to

differentiate their methods and techniques so that both types of learners could benefit from

their lessons.

lateralization of the brain function

Kinesthetic learners are also quite a large group of our students. They prefer practical tasks, experiments and

movement. Traditional lessons may sometimes bore them and that is why they might have problems with lerning. Such learners enjoy learning during trips and visits to museums etc. Formal study may be difficult for them. Nevertheless, they can be successful learners with the

teacher’s help and good advice.

students' approaches to learning

and their preferencesMost of the respondents admitted, they prefer learning individually rather than in a group. The reason for this may be the fact that they learn in big groups , very often heterogeneous. Only the extra-curricular classes are carried out in small groups (max. 10 pupils). Students often study individually in our school library or computer room.

A lot of them want to have influence on what they learn. Unfortuntely, due to the time limits, teachers very often discuss only topics suggested by the core curriculum. However, programmes of extra-curricular classes (each teacher has 2 lessons per week) are prepared on the basis of students’ needs and suggestions.

What and how they prefer to learn

More than a half of the students decided that it is the teacher who should dominate in the classroom. Only a few of them prefer the classes in which students are active for most of the time. Our students are still highly dependent on the teachers and not enough active.

The core curriculum in Poland promotes interdisciplinary character of school classes. Teaching programmes include topics that refer to various subjects (Polish language with elements of history, English lessons about geography, ecology). This practice proved to be very successful. Most of the students have positive opinions about this practice. Lessons taught in this way seem to be more practical, motivating and useful to them.

Places where students

acquire knowledge with ease:

Modern technologyAlmost all students agree that equipment such as overhead projectors, computers or interactive boards should be used more often. These tools facilitate their learning. Technology is viewed as a useful tool to acquire knowledge in a pleasant way.

Apart from everyday lessons, our students can gain knowledge in several different ways and not only at school. They enjoy acquiring new things by:

preparing projects and presentations using sources – the Internet, reference books

study trips individual study

Learning process – planning

Organising one’s own learning is not an easy task. Teachers can witness problems their students have with acquiring new knowledge and preparing things on time. Almost half of our pupils admit they have difficulties with organising their work. This may be the result of the ineffective time management. The problem may be overcome by organising special lectures/workshops on effective learning.

All students seem to have no problems using available sources of information, such as the Internet or the library. They enjoy searching the Internet and other available sources. However, teachers often mention the problem of the quality of the materials their students find. Students would probably need some more guidance in searching for and using Internet sources skillfully.

Problems with learning

Among the most problematic areas connected with learning, our students enumerated:

science – mathematics, physics languages (German)

memorising dates, facts, equations

The most discouraging aspects of learning are:

worries & failures at school a great amount of material and possible

backlog in learning general lack of motivation

A great majority of students who took part in the survey admit that they are capable of

learning effectively but it does not come easy to them. The process of learning is long and

difficult for them, even though the final effect is satisfying.

MotivationAmong the most motivating factors, students enumerated: school grades hope for a better future (good job) possibility of gaining knowledge and personal

development achievements and successes teachers and interesting lessons

What can help in effective learning?

extra-curricular classes broadening students’ knowledge

less time spent at school and more time to rest more teaching aids, facilities, equipment trainings/workshops that help in memorising,

learning, concentrating more interactive classes including practical use

of knowledge

teachers’ approachesteaching styles

Our teachers were asked about the teaching style they identify with: Closed style - lessons controlled by the teacher who

directs pupils - transmitting facts didactically to pupils Framed style - more pupil-centred, teacher provides a

structure for the lesson but pupils can contribute their ideas

Negotiated style - the lesson is dependent on pupil ideas and contributions. The teacher is a supervisor and students are quite autonomous.Teaching styles

Closed style

Framed style

Negotiated style

teaching/learning process - planning

Planning is a necessary activity which helps in succesful teaching and learning. All teachers plan their work for the whole school year as it is one of the formal requirements. Most teachers prepare their teaching plans taking into consideration students’ suggestions and ideas. The key approach is that we – teachers - are for students and not the other way round, which means that our students are THE MOST IMPORTANAT in education.

Features of character that help in teaching:

patience empathy openness fairness flexibility

Forms, methods and content

Using information technology and other audio-visual facilities is one of the priorities in Polish schools. All teachers who completed questionnaires use them during the lessons but with variable frequency.

Almost all teachers try to differentiate methods, forms and techniques of work, taking into consideration various learning styles. During traditional lessons it might sometimes be a problem to adjust methods and techniques to tactile or kinesthetic learners. Nevertheless, the use of a variety of teaching aids helps to satisfy students’ needs and expectations.

All teachers refer to other subjects during their lessons. Combining various disciplines, showing similarities or pointing to the use of knowledge acquired in one subject in other areas of science has become an inseparable element of teaching approach in Polish education.

Learning in a different way…Learning process does not only take place

at school. Formal lessons are often replaced by trips and visits to educational and cultural institutions. Teachers enumerate various ways of learning that they try to incorporate: visiting museums watching films and performances at the

cinemas and theatres lectures and workshops (entrepreneurship,

business, law, ecology, education – career,) visiting libraries

Teaching approaches and trends are constantly changing - programmes, forms, methods and techniques. All the innovations have one common purpose - meet the pupils’ expectations and needs.

Lifelong Learning Programme priorities

and their implementationSince we joined the European Union, learning has

become a lifelong process of acquiring knowledge and competences that will help students to function successfully within the society and at the labour market. Teachers have quickly adjusted their styles, methods and techniques so as to fulfill the Union principles:

learning to learn recommending memorising techniques, teaching self-

evaluation, using modern technology, showing available didactic aids supporting

students’ study

digital competence encouraging students to use the Internet as a source of

information, asking them to prepare PowerPoint presentations of some topics, recommending useful websites, dictionaries

social and civic competences organising discussions, workshops and lectures, teaching

tolerance and respect, studying rules & regulations (Human Rights, Children’s Rights)

sense of initiative and entrepreneurship teching the principles of economy, students’ participation in

projects, workshops (Global Entrepreneurship Week), developing management skills

cultural awareness and expression pupils have opportunity to discuss about famous artists and

their works, preparing presentations, organising art contests, students’ participation in school performances, drama

lessons.

students’ assessment

The recent trends in evaluating students’ knowledge assume the dominant role of the formative assessment. This type of evaluation helps to monitor continuously students’ progress, implement necessary modifications to the teaching-learning process and thus improve it. Most teachers who took part in the survey claim that they evaluate their students during every lesson. It does not have to be a formal test or a written work. Informal assessement (e.g. observation) is an inseparable element of each lesson. Nevertheless, the global tendency in the Polish Educational System is formal, external evaluation by means of tests and examinations. This approach has two negative aspects:

• students learn just to pass the exams

(focus on formal requirements, theory)• pupils are constantly being examined (stress)

How to help students?

There different approaches to students’ difficulties with learning. Our teachers offer:

extra-curricular classes individualization of teaching-learning

process didactic aids

useful books, websites

Regular contact with parents is usually a successful solution. In case of low motivation or more serious problems, a specialist’s help is necessary. It is often a real challenge to motivate a student and help him overcome difficulties. However, it is one of the priorities of the Education System – to offer help and guidance in each single case. Students with specific problems with learning are offered specialists’ help and individual approach.

Making teaching process more effective…

- teachers’ expectationsTeachers’ methods have to be constantly modified.

Changes connected with the labour market, students’ needs and global phenomena require new solutions in education.

However, some modifications cannot be made without additional funds and administrative work. Teaching-learning

process would be more effective if they had: access to modern equipment

more didactic aids less paper work smaller groups

possibility of professional development

recapitulationBoth questionnaires turned out to be useful tools in

gathering information about students’ approaches to learning and teachers’ views concerning the teaching-learning process.

The feedback on students’ learning styles, preferences and expectations was very helpful. Careful analysis of their

answers revealed that their views are sometimes quite different from those of the teachers. The questionnaires

proved to be a useful feedback on the teachers’ work. The conclusions based on the students’ comments may be helpful

when planning lessons.

The outcomes of the teachers’ questionnaires show their approaches to:

• teaching-learning process• students’ problems with learning (solutions)• implementation of the core curriculum and EU

recommendations• teaching methods and techniques

Teachers and students agree as to the use of technology during the lessons, extra-curricular classes, forms

and methods of teaching/learning.

conclusions

Teachers should: constantly analyse their students’ needs and modify their

methods/techniques of work, offer special workshops which would help students learn

more effectively, follow the new trends in teaching and offer high quality

classes, look for alternative forms of teaching (EU projects),

follow the EU priorities of Lifelong Learning Programme, strengthen the relationship school-parents.

thank you

for your attentio

n

Webgraphy:

1. http://www.canterbury.ac.uk/education/tf-mentors/ActivitiesforMentoring/TeachingAndLearning/documents/Mosston.pdf

2. http://europa.eu/legislation_summaries/education_training_youth/lifelong_learning/c11090_en.htm