Phases of Meaningful Learning

Shuell, Thomas J.

doi:10.3102/00346543060004531

Cited by 231 publications

(98 citation statements)

References 29 publications

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“…This proposition is supported by the view that the kind of activities and interactions in which we engage (i.e. the things we do) influence how we think, act and learn (Billett 1996, Rogoff and Lave 1984, Shuell 1990, Van Lehn 1998. Consequently, different outcomes will likely result from learning vocational tasks in an environment that provides authentic vocational experiences (e.g.…”

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confidence: 62%

Learning about the world of work: Co-opting school students’ paid work experiences

Billett

2005

Aust. Educ. Res.

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This paper proposes co-opting high school students' paid part-time work experiences to develop their critical understanding of the world of work, beyond their schooling through post-school pathways. It argues that unlike work experience program or work placements organised through schools, students' paid part-time employment provides authentic workplace experiences that have the potential to inform students deeply and critically about the world of work. These experiences include the reciprocal obligations that arise from paid employment and, as such, provide a rich base for high school students to explore the world of work, relationships in the workplace, what constitutes more and less valued work and how work is organised and rewarded. The co-opting of students' work experiences for school-based activities may provide a useful base to explore the world of work both for those students who are employed part-time and those not employed in part-time work, but able to learn from their peers' experiences. To assist achieving these goals some pedagogic tools are required to effectively describe, analyse and illuminate these experiences in classroom settings. A way of describing and critically appraising this paid work is proposed through individual and collective consideration of the activities and interactions that constitute students' paid work experience. Given the difficulty of organising workplace placements and work experience programs, and the potentially richer outcomes, co-opting students' paid work experiences presents a viable and worthwhile resource available in most classrooms for learning more about the world of work. Integrating work and school-based experiencesThe provision of workplace-based experiences and activities and school experiences that have a vocational education and training (VET) emphasis reflects a concern to•49

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confidence: 62%

Learning about the world of work: Co-opting school students’ paid work experiences

Billett

2005

Aust. Educ. Res.

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“…• Learning is a process of constructing personal meaning or "'sense making'" (Shuell, 1990;Marzano, 1992;Gagn6, 1985): individual learners actively seek to understand their environment--the content of the school's curriculum, for example. Such meaning will be highly personal, and students may develop very different understandings of the same curriculum's content.…”

Section: Assumptions About the Learning Processmentioning

confidence: 99%

Defining effective leadership for Connecticut's future schools

Leithwood

Duke

1993

J Pers Eval Educ

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“…These researchers have found that higher level learning occurs when students are engaged in authentic tasks that are socially mediated by experts in that task. Shuell (1990) points out that prior experience with procedural and contextual features of the task enhances understanding and contributes to motivation, but that novices generally confront new information or processes without cognitive or social involvement. Accordingly, many students who study new concepts and theories for the first time view them as facts to be memorized, unless the setting requires some interaction with the material (Cognition and Technology Group, 1990).…”

Section: Introductionmentioning

confidence: 98%