Intended learning outcomes
Engagement with the text in this chapter will enable readers to do the following:
articulate an understanding of what learning is in the context of school
describe how the ATRiUM capabilities relate to the cultural, interpersonal, intrapersonal, physical and cognitive dimensions of learning
explain some key learning theories and principles and identify how they are evident in effective teaching practice
develop an understanding of learning as a developmental process that results in individual differences
describe cognitive processes of learning from an information processing perspective
Big ideas
Learning is a thinking process. It is developmental and cumulative. Understandings of what learning is are often culturally determined.
Despite diverse perceptions of what constitutes knowledge and learning and the myriad factors that impact on how individuals and societies value and transmit knowledge, there are common cognitive processes that constitute the mechanisms of learning. Inclusive, effective pedagogy addresses these cognitive processes of learning.
Teaching and learning are enhanced when teachers have evolving understandings of the cognitive processes of learning and when they develop knowledge about their students’ strengths and needs in terms of these.
Introduction
Learning processes vary with each student, teacher and learning environment. Factors such as values and attitudes, prior experiences and skills and the context and content of the intended learning task determine how individual students engage in learning activities and what they learn. Also, social, emotional and cultural factors impact on student learning and the learning environment. The cultural, interpersonal, intrapersonal, physical and cognitive dimensions of human functioning work together to underpin development and learning. Consequently, learning is complex and diverse, and unique to each individual student.