Enhanced Learning

I had the honour of hearing Dr. Peggy Patterson speak at the Twenty-first Century Learning? conference for the Simon Fraser University Summer Institute. What a wealth of knowledge she presented, with some fascinating information.

How do we enhance learning?
Dr. Patterson addressed the relationship between Learners, Learning and Leaders and highlighted the overlap of the three leads to enhanced learning.
She identified four characteristics of leaders, stating these same characteristics are embodied in the best teachers. Effective leaders/teachers are:

1. Honest
2. Competent
3. Inspirational, and,
4. Forward thinking.

What else is known about effective leaders?

• They model the way
• They inspire a shared vision
• They challenge the process
• They enable others to act and,
• They encourage the heart.

At the beginning of Dr. Patterson's presentation she cited Canadian University studies that have identified only 37% of Students feel Professors encourage or seek student participation (this applies  to Education students; Engineering students reporting a lower percentage). If this is the case,  Professors may be lecturing, yet some may question the quality of learning within these institutions.
Dr. Patterson further examined the relationship between Learners and Leaders, but at 37%, there may be reason to reflect on whether relationships and connections are occurring. In fact, it raises the question of whether the Leaders that founded 'relational pedagogy' are truly modelling the way.

There are some great reasons for cohort programs - participation, engagement, relationships and enhanced learning, are only a few. A smaller cohort allows learners and leaders to strive and provides a
sense of  belonging, together. I am grateful for my cohort leaders and cohort members, and I am saddened that others are not having such experiences.

How can larger classes ensure that all learners are included in the vision and are given the opportunity for faculty-student interactions? One possibility may be having students submit their personal goals and objectives to the faculty before the learning begins.  Smaller lab sizes and and more teaching assistants may help. Off site activities and field trips change the contextual variable and add new dimensions to the dynamics. Simply providing time and space for valuable connections through class meetings, smaller group learning also improve student engagement.

Greater student engagement provides greater cognitive growth and greater knowledge acquisition.
Dr. Patterson provided the equation

B=f(PxE)

Behavior is a function of the interaction between a person and their environment.

And she left us to ponder in an academic setting..... how class size really does matter.