The Learning Process By Seeing First The Bigger Picture

Diana Chiciorea-Martinescu

Faculty OF Psychology, University of Bucharest

Cognitive Sciences, BA Program

Methods of Learning and Behavioral Change

Professor: Lucian Ciolan

Assistant Professor: Simona Iftimescu

December 22, 2022

Abstract
Many learning approaches consider starting this process from its very tiny part and finally
constructing a big building of knowledge that should apply to every similar situation. The
constructivist theory indeed uses this method a lot. Still, after analyzing carefully, we realize that
many other learning theories love to explain the details first, then work with them to build the
knowledge of something. In this way, it is considered that the teacher provides the tools and the
means so that the student can use them later by himself. And it works when the aim is to theorize
a lot. But what if the learning approach starts the other way: from the particular to general, from
the bigger picture to its tiny parts? Can this method improve the learning process? Can it be
applied to any learning theory o to any student? I describe myself as a student caught in the very
constructivist era of learning, and almost everything I had to learn was step by step, with small
blocks of information that I would later put them into a big puzzle. But after years, when I was
able to choose my learning method, I found out that by selecting the inverse process, from
general to particular, I could easier my learning, and it seemed to come naturally. Could this
happen because of adult cognitive development, or is it a learning style that could be applied
even in childhood?

How I was taught to learn

I remember my parents telling me I would go to school and learn to write and read. I first learned
some graphic signs, the letters, then the words with which I had to construct sentences. But till
the end of the process, I was asking every day about when I would be able to read and write.
They kept telling me, “Be patient; you will do it soon, but now draw these hooks.”
Nowadays, my 3 years old daughter keeps asking me: “what’s that?” I tell her that is something
written there, a word or a sentence. She asks again what is written, then what each letter
symbolizes. Now, when she sees a word, she knows that is something written there, and starting
from this point, she asks about the letters. When she asks what’s the letters, it is because she
knows it’s a word there; when she asks what’s the words, it is because she knows it’s a sentence
there; when she sees a book, she knows it’s a story inside.

A learning process that starts from its small parts

Let’s focus a little bit on the ‘starting with the ABC’ method. This approach suits best when the
aim is to teach the theory that the student should be able to apply by himself when practicing.
The teacher is in control; he explains concepts, draws the lines, he sets what’s right and wrong
with the theory. He is always in charge and able to set the direction. He can tell to the student
from the start what is the best option, what is right to do, and to believe; he is actually
transferring the information to build the student’s knowledge.
Illustrating this learning design, we can imagine a teacher telling his student, “today we will
build a car.” The first step is to build an engine, then some tires, a car body, and so on. In the
end, we can construct any car we want because we know a lot about engines, tires, and car
bodies. In this way, the student can use these pieces of information to construct his own idea of a
car. This method sounds great, as long as everyone previously knows what a car looks like. But
is this the best method when the student has no clue about the ending result, more than the
simple name of it?

A learning process that starts with the bigger picture

Some learning approaches first show the problem or the ending result. The student’s job is to
figure out how the issue can be solved, and the teacher’s job is mainly to assist the student and
facilitate the learning process. This method was mostly described as suitable for the CBL
(context-based learning) process (W. Trimmer). CBL is an inductive method that involves critical
thinking and trial and error.
Taking a short look at the corporate solving problems situations, the approach seems to be from
the exterior to the intrinsic parts of the problem. The way they put the problem is ‘how can I do
this thing.’

When to learn starting with the big picture

How I improved my learning process

Then and now: different learning approaches

Conclusions