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a) The authority figure means that teachers have the responsibilities to specify clear and reasonable possibilities for action in their class. For example:
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b) The socializing agent refers to provide real-world experiences to facilitate for students to utilize learned knowledge and interpersonal skills so that they become embodied in individual. For example:
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Information can be taught as being processed along a continuum from very superficial (e.g., physical features) to deep, meaningful understanding (i.e., connected to other information in a systematic way). The deeper the processing, the more elaborate the connections. The deeper the processing, the better students remember what they have learned. So how can a teacher help students elaborate the processing and connections or make learning process more efficiently? Here are the examples:
- Authentic Learning
Authentic learning means learning that happens by actually participating and working on real-world problems, it engages learners by the opportunities of solving real-world complex problems and finding out solutions. By using this approach, learners practice the skills and knowledge that are relevant and real to workplace situations and build connections between new information and authentic situations. It allows learners to have deep information processing and make learning meaningful.
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From an instructional perspective (Cognitive , cognitive load theory, (Sweller 1988), students can pay attention and retain information effectively only if it is provided in a way that it doesn’t “overload” their mental capacity. Therefore, if cognitive overload takes place, then learners will be more likely to make errors, not fully engage with the subject materials, and provide poor effort overall. In other words, learners can only retain a certain amount of information if they “actively” process it and engage in activities. If the instructional/learning materials are delivered to students without giving processing time or opportunities of building connections with their prior knowledge, students will not actually learn what is being taught nor will they be able to apply or recall upon that information/knowledge for later use.
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Instructors play an important role in active learning. One of the aims of active learning (e.g., think-pair-share strategy) is to let instructors (subject matter experts) have more direct opportunities to guide and interact with students (novices) and to transform novice problem solvers into experts. Instructors may ask questions to individual groups to prompt their awareness of thinking process and let students have accountabilities to identify problems, select strategies, evaluate outcomes by their self-concepts. By having this interactive teaching-learning strategy, students would be able to practice their solutions or strategies with peers and get direct feedback from their instructors. It is a type of intrinsic motivation that enhances an individual’s self-awareness of knowing that learning certain subject or content knowledge is important to them and of enjoying the learning process itself. Once students are intrinsically motivated, learning misbehaviors (e.g., checking emails, playing phones, cheating, etc.) will decrease (Graham & Weiner, 1996).
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