"What is taught is learned."
I reject the fundamental premise that "What is taught is what is learned." Although teaching is an essential part of promoting learning, it cannot ensure that what is taught will be retained by the students. Individual differences, past knowledge, motivation, and learning styles are just a few of the many variables that can affect learning.
In my own experience learning a language, there have been times when, despite having extensive instruction and direction from my teachers, I have had trouble properly understanding and remembering key concepts or skills. This emphasizes the idea that learning entails the learner's active participation and effort in addition to merely receiving instruction. The learning results can be strongly impacted by elements like individual interests, cognitive ability, and the learning environment.
The idea that instruction is not the only factor affecting learning is supported by research in the field of education. Through their interactions with the environment and active engagement in the learning process, learners develop knowledge. In the learning setting, students bring their prior experiences, views, and knowledge, which might affect how they understand and make meaning of new information.
Therefore, it is crucial to understand that learning is a dynamic and diverse process influenced by different circumstances, even though excellent instruction is crucial for supporting learning. To maximize learning results, teachers must use a variety of teaching tactics, foster a positive learning environment, and take into account individual differences.
