- Learning is information processing whereby the learner actively
seeks out information used in constructing a meaningful interpretation of
the world
and a knowledge base comprised of these interpretations.
- A developmental perspective of literacy emphasizing the development
of oral language from earlier prelinguistic knowledge and literacy as the
amalgam
of prelinguistic,
linguistic and graphic symbolic knowledge.
- The importance of context in learning new information and in transferring
information already learned to new and different problems and situations.
The application of this theoretical framework to the instructional development
process suggests creating courses that facilitate learning on entry into
the course, learning throughout the course, and transfer into the contexts
for which
the learning is meant to apply. To accomplish these objectives, courses
should be developed that:
- Explain what the students are to learn and why in such a way that
they can always understand both the immediate and long term usefulness of
the course
content
(facilitates entry into the course; motivates learning).
- Consider the old knowledge that students bring with them to the
course, and build new knowledge on the basis of this old knowledge (facilitates
entry
learning)
- Sequence each new lesson so that it builds on prior knowledge
gained in the previous lessons (facilitates in-course learning).
- Integrate instruction in reading, writing, arithmetic, and problem solving into
academic or technical training programs as the content of the course poses requirements
for information processing using these skills that many potential students may
not possess; avoid decontextualized basic skills "remedial" programs
(facilitates in-course learning; motivates basic skills learning; reduces instruction
time; develops "learning to learn" ability).
- Derive objectives from careful analysis of the explicit and tacit
knowledge and skill needed in the home, community, academic, technical training,
or employment
context for which the learner is preparing (facilitates transfer).
- Use, to the extent possible, learning contexts, tasks, materials,
and procedures taken from the future situation in which the learner will
be functioning
(facilitates
transfer).
Why is FCE important for youth and adult education?
Unlike children, who tend to do things to please their parents or teachers,
youth and adults will usually want to understand the functional
utility of investing
time and mental energy in learning something. With respect to out-of-school
youth and adults then, FCE focuses on improving
(1) Participation in adult education programs by making explicit
the relationship between what students want to learn, what is
being taught
and its application
in the contexts that the person will be functioning in after
the educational program, this promotes increased motivation;
(2) Achievement in learning and transfer by ensuring that instruction
relates to the learner's prior knowledge in such a way that
the learner can function
within the learning situation and
improving transfer by deriving instructional contents as much
as possible from the future contexts in which the person will
apply
the learning,
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