Vol. 492 No. 7
73 Mr. Wall asked the Minister for Education and Science his views on whether a focus on teaching students what to learn instead of how to learn is disabling students from making a successful transition between second and third levels; the proposals, if any, he has in this regard; and if he will make a statement on the matter. [14999/98]
It is sometimes stated that, in our second level education system, there is a narrow concentration on subject content (on what to learn) rather than on the generic, enabling, life-enhancing skill of knowing how to learn. The question is closely related to the issue of whether the energy that is put into teaching syllabus-examination content is matched by the nurturing of effective learning strategies.
These questions are being addressed in a number of ways. The transition year programme, now taken by about 25,000 students in 510 schools, has as one of its major aims the student's taking responsibility for her or his own learning. This includes negotiated learning, activity-based learning, project-work, research and team-teaching approaches.
The leaving certificate vocational programme promotes a cross-curricular approach and emphasises the value of self-directed learning and active learning. The modular format of the leaving certificate applied places a strong emphasis on activity-based learning, teamwork, integration of knowledge and problem solving. Students learn to take on greater responsibility for their own work and they review and reflect on their progress as they complete their assignments and tasks. These tasks help students develop an awareness of their own learning processes through engaging systematically in critical evaluation of their own work.
The Commission on the Points System has commissioned research involving a survey conducted by transition year students on the opinions of their peers in the leaving certificate class of 1998 on how they perceive the points system affecting their teaching and learning experience. The results of this research will inform the work of the commission.
