Expected learning: what they are and how they influence education

The development of the human being is a long and complex process. Although there is a tendency for this process to take place in certain periods, we all have our own rhythm of physical and mental maturation, and the learning that we acquire throughout life also happens at different rhythms.

This is taken into account in the field of education, although this does not prevent the fact that as a general rule the different school courses take into account that it is necessary to possess certain knowledge, aptitudes or abilities to be able to overcome them. It is about the concept of expected learning, which we will talk about throughout this article.

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Expected learning: what is it and what does it imply?

Expected learning is understood to be all that set of knowledge that a subject is expected to learning situation (for example, in school) scope within the educational level that is studying. It is considered that said learning must be able to be expressed in a concrete and operational way, and can be applied and generalized later.

This specificity implies that the concept of expected learning is usually very concise, referring to a specific activity or knowledge that the subject should possess. These are indicators of the achievements that each student is expected to achieve in different facets during the formative period.

Technically, these expected learnings serve to evaluate what has been achieved through the evaluations that are carried out throughout the school year. It does not refer only to theoretical concepts but can also incorporate attitudes, perspectives, skills, actions, and other competencies that can be demonstrated through assessment. Basically, if we observe the objectives of a teaching plan, we will be seeing, as a general rule, the expected learning that is to be achieved.

The expected learning are not limited to early childhood education: in any educational or training process it is intended that certain objectives are achieved. For example, also in university education, the acquisition of certain contents and competences is expected in order to guarantee a good future. professional performance, or even in unofficial courses in order to assess whether the process has been followed and what was expected has been acquired get.

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The need for good sequencing

The expected learning does not arise on a whim or is organized haphazardly: the fundamental aspects that must be acquired must be carefully evaluated and take into account both the abilities of the subjects who follow the course and the learning they have previously acquired and those they plan to achieve after. This is fundamental if we want these expected learning to be significant (that is, that they we can attribute a meaning), although an expected learning could also be merely rote.

In this sense, they must be organized in a logical and organize the contents so that the demand and difficulty towards the student gradually grows. In this way, one would go from the fundamental and basic to the complex.

In this sense, there are a large number of guides prepared regarding the knowledge that students in different courses should have, although it is necessary to into account and adapt each of them to the conditions of the students themselves, the country and culture, and the educational and socioeconomic conditions of the members of the cluster.

Three fundamental areas of expected learning

As we have said, the expected learning is used as an indicator of the achievements achieved by the students and allow to assess their learning capacity and the fulfillment of educational objectives. In other words, that they have learned what was intended to be learned. And as we have seen, they are not limited solely to theoretical knowledge: there are different elements that are valued and are expected to be acquired.

For example, if we group them by formative fields we can find those that are part of the language and communication, mathematical thinking, nature, art, social development, and physical. But although each subject generally has its own objectives and expected learning, in general the Fundamental areas or factors that are considered to be learned can be included in three large groups.

1. Know

Knowledge refers to theoretical knowledge acquired during the school year. It does not require a practical application or even generalization, but rather the acquisition of knowledge itself. It is probably the most easily assessable based on whether or not the content has been learned, being the most representative of the academic formation.

2. Know to do

In this case, reference is made to the practical use of knowledge. It necessarily implies an understanding of the processes necessary to reach an end, although sometimes theoretical knowledge is not essential what they imply for it. Applied mathematics, music, carpentry or mechanics are some of the knowledge that usually require learning more associated with know-how.

3. know how to be

This last factor brings together the set of attitudes, ways of acting and integrating beliefs and values ​​into daily life, bonding positively and maintaining motivation and direction towards an objective. It is something that can be worked on in emotional education, or that is intended to be achieved by carrying out various activities. Many of the skills required in university education or in professional fields such as psychology (for example empathy, unconditional acceptance, etc.) would be part of this learning group expected.

Advantages and precautions

The development of a learning system based on expected learning is very useful for both students and educators. And it is that in the first place enables adaptive organization of training, structuring what, how and when to introduce the different concepts to be learned and facilitating the generation of strategies.

However, it should be noted that these objectives are generalized for the average of the age group or school year, but they must also be taken into account and elaborated. individualized plans or adaptations for those people with functional diversity at a mental, physical or sensory level, whether it is by default or by default excess.

In addition to this, it must be taken into account that learning must be operable, clear, and relevant, or else it would be complicated or absurd to incorporate it as expected.