Study natural methods of learning and run experiments to determine how learners pass from beginner's crude efforts to expert performance¶

Strategy · All strategies
Evidence · 3 claims (2 for, 1 mixed) · 2 studies (1 review, 1 theoretical), q1–q2 · 0 of 2 report an effect size · 3 claims rest on one study

Description¶

The article recommends that instead of teaching expert methods at once, educators should make 'a study of natural methods of learning' and carry out experiments to find what methods best move learners from crude beginner efforts to accurate expert performance. It specifies studying learning processes in adults, in children at different developmental stages, and in animals of different grades of intelligence.

Design Implications¶

Context¶

Requirements¶

• Learning processes must be studied not only in adults but in children at different stages of development and in animals of different grades of intelligence

Constraints¶

• The article warns this change will greatly increase and complicate the educator's problems in arranging courses of study and methods of teaching children of different ages

Target Learners¶

• children at different stages of development
• adult learners

Target Learning Goals¶

• progression from beginner's crude efforts to accurate expert performance

Affordances¶

• Genetic Psychology Point Of View

Claims¶

• Learning is a process of development in which the beginner's mode of working constantly changes and cannot use expert methods [+W]
• Children aged two to three acquire language more rapidly without teaching than college students taught by methods derived from older psychology [+W]
• Common language teaching methods such as oral drills, memorization, and fast-paced competitive activities disadvantage older learners [~W]

Related Strategies¶

• Conduct a smaller sequence of rapid-cycle studies that build on one another instead of planning a single large confirmatory study

Examples¶

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Key Sources¶

• E. A. Kirkpatrick. (1910). The Point of View of Genetic Psychology. The Journal of Educational Psychology. https://doi.org/10.1037/h0074078