8 Relating theory to practice: what can we learn from research? Schools exist to promote learning.Teachers are catalysts for learning. (Cohen et al. 2004)
Since the crucial role of catalyst for learning falls to teachers, it is very important that they have a detailed knowledge and awareness of the ways in which learning can be promoted in schools. This means that teachers need to know about what is currently considered as most important in terms of learning theory and the ways in which the theory can be translated into practice. If we look back at the preceding chapters, we can see that in a teacher’s bank of knowledge and understanding about learning there is a place for behaviourism, cognitive and constructivist theory, including situated learning, metacognition, and social constructivism; for an understanding of learning styles and multiple intelligence theory; and for a knowledge of what the neuro-psychologists, and others, are discovering about effective learning contexts. As well as knowing about these areas of theory, teachers must be able to interpret and then apply to practice what it is that they know. In this final chapter we will summarise and review the major components of what has been covered in the earlier chapters and attempt to establish ways of working and organising for learning that will help teachers to provide contexts and activities which will prove to be effective and lead to the promotion of effective – and enjoyable – learning. Wray and Lewis (1997) single out four aspects of learning which they consider to be of paramount importance.They are: ■
Learning is a process of interaction between what is known and what is to be learnt.
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Learning is a social process.
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Learning is situated.
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Learning is a metacognitive process.
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