Learning theories in practice/Behavioral changes

Once learners have gained self-confidence and understanding of the material, they can rely less on the teacher and more on others in the community via collaboration. In an attempt to avoid situating the activity within one particular context, multiple perspectives are provided to layer the content. The goal is to create a situation where the knowledge can be decontextualized in such a manner that it allows the learner to use it in other contexts. Another way to promote the possibility of transfer is by creating an environment that not only supports the thinking about novel problems, but also encourages the articulation and reflection of ideas. Learners who articulate and reflect on their problem-solving procedures develop metacognitive skills that enable them to compare their learning and knowledge to others. It also makes visible any misconception that may exist in the learner’s understanding, while allowing the teacher to determine what is simply being spit back for school purposes.