After reading Schunk's text, I develop my new concept of learning.

I define it as
sustainable progress obtained by gaining knowledge through experiences that turn to be
transferable skills and competencies. The improvement emphasizes the process of changing
behavior, belief, and ability, which involves a responsive environment to allow and support the
process. The concept is more detailed as it reminded me of my 14-years old student’s experience
when she communicated using English with locals when she and her family got lost on their
holiday. Hearing the story amazed me with how fluent and accurate she spoke English was. I
remembered the first time she went to the English centre I taught when she was just six years
old. She was shy and could not speak English. However, by the time she improved a lot. She was
able to speak English with confidence. This progression was inseparable from gained knowledge
from countless English materials and practices she had learned. Also, a supportive environment
in which English speaking atmosphere in the classroom provided vast opportunities for her to
train her language skills. She is an example that learning is acquiring abilities by training over
time.

Concentrating on the Bransford, Brown, & Cocking text, the centre I am working, my
teaching style, and classroom setting have applied the four perspectives of learning environment
to generate a better learning outcome. My centre uses the Cambridge English teaching
framework to facilitate people of all ages and abilities to learn English and improve their
practical skills for the real world. The following points expose how the perspectives are aligned
within practices.

1. learner-centered environment

The implementation of bridging new knowledge based on students’ prior knowledge is

seen from the pre-class activity that I usually use. Washington State University (2019) suggests a

pre-class activity to connect students’ understanding of the subject discussed. For instance, to

teach modals for prohibitions, teachers display some pictures of prohibited actions in various

situations then ask students to match the actions with corresponding locations. Next, students

read a list of strange old laws from countries around the world. The students then decide if they

think the laws are real or not. Then, teachers open a discussion to prove the existence of each

law. From it, teachers introduce the usage of modals “can’t, mustn’t, and may not” for

prohibitions.

2. Knowledge and Assessment - centered environment.

 Once students got acquittanced with the use of modals for prohibition. Teachers put students

in groups to make a poster of trip tips about what people are allowed and not allowed to do

during traveling using modals. As students are working on it, teachers monitor the class, and

if it is necessary, feedback, and revision on students’ answers can be given. When the students

have finished, students are asked to present their posters. Finally, teachers assess students’

understanding with quizzes and exit tickets.

Students learn gradually through a series of learning activity from identification, finding,

implementing, and reinforcement during the learning process. Knowledge-centered

enviroment presents the subjects taught slowly over time and mapped deliberately and

coherently (Sherrington, 2008). Moreover, assessment forms such as feedback and quizzes

will validate students’ understanding of the topic. On a large scale, my center has provided

summative assessment in several tests in every two-unit, mid and at the end of the year with

standardization of Common European Framework of Reference for Languages (CEFR) to

measure students’ learning achievement for one academic year.

3. Community-centered environment

I am aware that an environment is an influential factor in personal development growth.

Therefore, the existence of classroom communities that all class members are supportive and
respective will positively affect students' learning outcomes. As Bransford et al. (as cited in Iris
Centre, n.d.) state, classroom communities provide stimulating, supportive, and safe
environments in which students are not dissuaded from challenging themselves due to fear of
failure and ridicule the classrooms in which students become lifelong learners. In practice, as a
teacher, I always encourage students to give their best effort in every activity by setting a
mindset that people learn through trial and error, so making mistakes are typical. Hence, students
will support when their friend is struggling in learning and appreciate every progress they have
made.

References:
Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind,

experience, and school. Washington, DC: National Academy Press.

http: s://www.nap.edu/download/9853

Cambridge Assessment English (n.d.) Cambridge english teaching framework. Retrived June 24,

2021 from https://www.cambridgeenglish.org/teaching-english/professional-

development/cambridge-english-teaching-framework/

Iris Centre. (n.d.). How can faculty present important content to be learned in ways that improve
student learning?. Retrieved June 24, 2021 from
https://iris.peabody.vanderbilt.edu/module/hpl/cresource/q1/p05/#content.

Sherrington, T. (2018). What is a ‘knowledge-rich’ curriculum?. Impact.

https://impact.chartered.college/article/what-is-a-knowledge-rich-curriculum/

Washington States University. (March 14, 2019). Weekly tip: pre-class activities and in class

peer

Instruction strategies. https://li.wsu.edu/2019/03/14/pre-class-activities-and-in-class-peer-

instruction-strategies/