Structural Learning: How Organising Knowledge Builds Understanding

Promoting deeper understanding with Structural Learning

Structural learning is based on a simple but powerful insight: understanding comes from seeing how ideas connect and relate. When knowledge is organised into clear structures, it becomes more meaningful, memorable, and transferable. Our approach uses thinking frameworks, graphic organisers, and hands-on tools to help students actively organise their learning. Rather than passively receiving information, learners construct understanding by categorising, connecting, and arranging ideas. This article explains the principles behind structural learning and why it works.

Information can be processed in three ways, they are broken down into two main processes. The first one is shallow processing, and there are two forms of processing that comes under shallow processing. These are Structural processing, this type of process is not deep because information takes into consideration only the appearance, how words or letters look. The other shallow processing is phonemic processing this is mainly sound and relies on rehearsal to retain in the memory. These are all shallow and short- term ways of comprehending, this will not enable students to remember information for longer. Deep processing involves semantic processing where encoding is more meaningful, linking a picture to what you know and then creating a meaningful conclusion; this therefore leads to better memory long term (McLeod,2007). This is proof that deep processing is a more effective way of helping children to retain information as this makes a lasting impression on their minds; therefore they are more likely to keep up and remember what they learn.This also will lead to better application of what they hear and learn.

Structural Learning uses building bricks to help student’s process information, research shows that deep processing is more effective for long term memory and one’s ability to retain more information. Structural learning with the use of bricks, enables reworking, this is when information is paraphrased, method of loci this is where information is recalled in a list of what is to remembered and finally imagery where an image is created in the mind to help recollection, by then going a step further by explaining and making sense of it visually (McLeod,2007). All these processes are intended to help better memory and helping children to create meaning thus helping them to remember longer for the long term.

By incorporating Structural Learning with the current curriculum, students will be encouraged to explore different methods of learning. By creating meaning using Structural Learning, students are encouraged to think deeper, this takes more effort than shallow processing. Deeper processing according to Craik and Tulving (1975) leads to a more effective long term memory than shallow processing, which does not encourage the creation of meaning and deeper thinking.     

In conclusion, Structural Learning using bricks encourage deeper processing rather than shallow processing; this is because depth and attention is required to build the bricks. Structural Leaning puts the student in control and in a position to think critically and creatively. This In turn helps students to remember and understand curriculum contents, this then supports and promote cognitive development as they are encourage to use depthand thinking deeper using their memory, drawing examples from daily life and what they know previously to build an image in their minds to create with the bricks. This leaves a better impression on their minds thus allowing them to retain more information and remembering long after exposure now and in the future.