Page 178 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 178
non-formal learning is the affective aspect of learning. They state that
non-formal learning situations encourage an individual’s sense of wonder,
interest, enthusiasm, and eagerness to learn (Pedretti, 2002). They provide
opportunities for individuals to be active learners in non-evaluative and
non-threatening environments and include the enhancement of positive
attitudes to learning. In his review of six studies conducted in non-formal
settings, Falk (1983) found that such learning experiences generally result in
higher learning motivation and enjoyable and long-lasting memories, and
that those students also outperform others who did not take part in such
learning.
In the following section, we further investigate ways in which teachers
can encourage a student’s motivation for learning through the implications
of non-formal and informal learning principles.
Non-formal motivational focuses
Different studies and project reports (e.g. Big Picture Education Australia,
2014; Broda, 2007; Evans et al., 2009; Hayes, 2012; McGregora, Mills, Riele,
& Hayes, 2015) confirm that an important point at which teachers can en-
hance a student’s motivation for learning is their recognition of the stu-
dent’s non-formally and informally gained knowledge. The point of such
an approach lies in giving students the opportunity to express themselves
and experience success that does not rely on traditional reading, maths and
science literacy skills. Students thereby gain self-confidence and a feeling of
autonomy in learning situations. A student’s informally gained knowledge
usually derives from different areas of the student’s interests, e.g. sports,
music, arts, manual work, gardening, cooking etc. A good example of ac-
knowledging a student’s interests and increasing their motivation for learn-
ing is, for example, Australia’s Boronia second-chance school (McGregora
et al., 2015) where students were very interested in making music; teach-
ers set up a music studio in which students could write their own lyrics,
make music, prepare for live performances etc. Students in this school were
given the opportunity to learn, express themselves, collaborate and gain
recognition through something they value highly and are good at. They
also reported that they felt cared about because the teachers offered them
such learning opportunities. The teacher’s essential role in such settings is
that they recognise the student’s potential and afterwards through system-
atic support (mentoring, setting educational goals, supportive evaluation
178
non-formal learning situations encourage an individual’s sense of wonder,
interest, enthusiasm, and eagerness to learn (Pedretti, 2002). They provide
opportunities for individuals to be active learners in non-evaluative and
non-threatening environments and include the enhancement of positive
attitudes to learning. In his review of six studies conducted in non-formal
settings, Falk (1983) found that such learning experiences generally result in
higher learning motivation and enjoyable and long-lasting memories, and
that those students also outperform others who did not take part in such
learning.
In the following section, we further investigate ways in which teachers
can encourage a student’s motivation for learning through the implications
of non-formal and informal learning principles.
Non-formal motivational focuses
Different studies and project reports (e.g. Big Picture Education Australia,
2014; Broda, 2007; Evans et al., 2009; Hayes, 2012; McGregora, Mills, Riele,
& Hayes, 2015) confirm that an important point at which teachers can en-
hance a student’s motivation for learning is their recognition of the stu-
dent’s non-formally and informally gained knowledge. The point of such
an approach lies in giving students the opportunity to express themselves
and experience success that does not rely on traditional reading, maths and
science literacy skills. Students thereby gain self-confidence and a feeling of
autonomy in learning situations. A student’s informally gained knowledge
usually derives from different areas of the student’s interests, e.g. sports,
music, arts, manual work, gardening, cooking etc. A good example of ac-
knowledging a student’s interests and increasing their motivation for learn-
ing is, for example, Australia’s Boronia second-chance school (McGregora
et al., 2015) where students were very interested in making music; teach-
ers set up a music studio in which students could write their own lyrics,
make music, prepare for live performances etc. Students in this school were
given the opportunity to learn, express themselves, collaborate and gain
recognition through something they value highly and are good at. They
also reported that they felt cared about because the teachers offered them
such learning opportunities. The teacher’s essential role in such settings is
that they recognise the student’s potential and afterwards through system-
atic support (mentoring, setting educational goals, supportive evaluation
178
