Models of Teaching and Learning : Participation in a Community of Learners

The aim of this chapter is to distinguish theories of development that cast learning as a community process of Irtlns/onnation o/participation in sociocultural activities from theories that cast learning as a one-sided process in which only teachers or learners are responsible for learning. either through transmission of knowledge from experts or acquisition of knowledge by learners by themselves. To distinguish these perspectives and highlight the theoretical stance ol transformation of participation, we take a developmental approach by examining the transformation in understanding that occurs as adults who have been used to functioning in institutions employing transmission theories attempt to understand a new institution employing a participation theory. Our examination of these theoretical positions makes use of observations of models of instruction held by parents who become participants in a public elementary school program (the "OC" of the Salt Lake City School District) that functions as a community of learners. In this optional program, parents are required to spend three hours per week (per child) working in the classroom. ?.. m e conirasting instructionai modeis used by parenis in the program correspond r\.ith theoretical discussions regarding who is responsible for learning. The parenls' views that education should be "adult-run" correspond with theoretical notions that learning is a process managed by experts who transmit knowledge to learners: the views of those who argue that education should be "children-run" correspund with theoretical notions that learning is the province of learners who 2 q i : ~ i;Rc:.&.'ge !hroEgh !heir ac!ix:e e:p!~r~!icn: 2nd the t~ie!vs :hose whc! propose a "community ojlearnrrs" involving both active learners and more skilled partners who provide leadership and guidance correspond with the theoretical stance that learning involves transformation of participation in collaborative endcaiw. Thus the notions involved in the theoretical perspectives of learning as rransmission. acquisition. and translormation of participation are associated with instructional models that difrer in how participants' responsibilities for promoting learning are seen. Participation in a Cori~munily ojlearnem 389