Mr B’s Masterful Space

Having been a teacher for more than 15 years I am comfortable ascribing to the theory of Constructivism. In my teaching I structure my curriculum to build upon the past experiences and current knowledge of the learner in order to further develop understanding and new knowledge. At the same time I also find myself on the Objectivist side of the fence in the development of some learning activities.

But what is it that guides me in my choice of approach?

It is not my deep understanding of the many theories of learning as that is not something I can claim to have. But I can claim to have a significant understanding of my students, what makes them tick, what they respond to, what motivates them. This knowledge is primarily what guides my approach. This knowledge, combined with an understanding of relevant learning theories, curriculum requirements and best teaching practice allows me to create optimal learning episodes.

Knowing how a group of learners approach their learning is integral in the design of an instructional program. If, as the ADDIE model suggests, the Design stage of the model is the process of specifying how (the content) is to be learned, knowing how the learners best learn in the first place becomes paramount if the final program is to be successful.

In my context, an international school with students of more than 30 different nationalities, an awareness of cultural background is imperative as it often relates directly to thinking and learning styles. It helps me to understand why some approaches to learning are more effective with some students than with others. It forces me to deliver content in a variety of ways, to take different approaches.

In this sense, the perspectives of the positivist and the relativist can both be ‘right’ when approaching instructional design.

What is ‘right’ in instructional design should never be determined by the rules of the theory or model. The theory or model is there to offer guidance for the teacher, to propose an approach or method that has been shown through research to be effective. Understanding who the learner is, where they are coming from, where they wish to proceed to and how they prefer to proceed should be the guiding light in the design of a course or programme.

This is why instructional designers must understand how people think.