In
formal education, learning involves a process of exchange between
teacher and student. In order for the desired outcome to result (i.e.,
learning), several basic conditions must be present. First,
it must be the will of the teacher that the student learn and understand
the ideas being presented. Presumably, this will prompt the development
and refinement of teaching methods that will facilitate this process.
Reciprocally, the student must also desire to learn and understand the
material. Presumably, this will prompt the student to develop and refine
learning practices that will facilitate this outcome. Without the
presence of these conditions, learning may not result, or will occur only
in an attenuated form. Assuming these conditions are present,
learning is still an incremental process. For most students, complete
knowledge and understanding of a complex idea can be constructed only through
repeated exposure to the same information. Through each exposure,
previously unforseen details and insights are gleaned until Eureka! --
a deeper understanding is pieced together. An important role of the
teacher is to initiate the student into this process, provide guidance
along the way, and inspire them to pursue the process further, striving
for excellence. Students vary not only in how they learn, but in
the cognitive skills, abilities, and preparation they bring to the classroom.
A critical activity of the teacher is to determine where on the path to
knowledge that students stand in regard to a particular knowledge
base. In turn, ideas must be presented at a level that
not only matches the skills, abilities, and preparation of the students,
but at the same time, encourages their movement to a higher level of understanding.
Optimally, ideas should be presented in a way that encourages both passive
and active learning in order to address different learning styles.
Course Syllabus for SOCIO 520 - Methods of Social Research