4.1 Compare Models of Reflective Practice The four elements of Kobl’s Learning Cycle: Kobl’s cycle starts with concrete experience, this is basically carrying out a task, doing something. The key to learning here is active involvement. The second stage is reflective observations. This involves taking time out from the actual ‘doing’, stepping away from the task and examining what has been done and experienced. At this stage lots of questions should be asked.
(APTS 3.7) • Implement differentiated strategies that address diverse learners. (APTS 3.8) • Adapt instruction based on student needs. (APTS 9.5) • Select and apply evidenced-based instructional strategies to serve students with specific disabilities. (CEC 4.1) • Select, adapt, and use techniques to modify learning environments. (CEC 4.4) • Design instruction to meet student needs.
Interactions between elements happen differently with individuals (Pashler, McDaniel, Rohrer, & Bjork, 2009). Determinations regarding each individual’s concentration, maintenance, and response to processing styles toward retention and long- term memories can be studied. These types of interactions and studies into learning permits for identification of preferences, strengths, and modes of learning specific to an individual that effect psychological, environmental, social, physiological, and emotional factors (Pashler, McDaniel, Rohrer, & Bjork, 2009). The purpose of this paper aids in evaluating and describing verbal learning, comparing, and contrasting paired associate, serial, and free recall learning, and exploring concepts of mnemonics within recalling verbal stimuli. Concept of Verbal Learning, Curve of Forgetting and Three Verbal Learning Methods Herman Ebbinghaus is associated with concepts of verbal learning regarding his work with memory.
The view of learning as restructuring and replacing old beliefs implies that transition involves unlearning as much as it does learning. A further hypothesis suggests that instruction may need to recapitulate transitions in the history of science to help learners transit from their own naive theories. Conceptual recapitulation refers to a means of remediating learning problems by retracing instructionally what should have been naturally occurring developmental stages for an individual (Case, Sandieson, & Dennis, 1986). But it might fit the historical recapitulation hypothesis as well. There also seem to be qualitative shifts in the mental models needed by learners to understand more complex systems, for example, in such domains as electricity (Frederiksen & White, in press).
Taken together, Dewey’s philosophical pragmatism, Lewin’s social psychology, and Piaget’s cognitive-developmental genetic epistemology form a unique perspective on learning and development. (Kolb, 1984). Introduced by David A. Kolb (1939), Kolb’s experiential learning theory is a four-stage cyclical theory of learning from a holistic perspective that combines experience, perception, cognition, and behavior (Kolb, 1984). The Experiential Theory of Learning (ELT) model outlines two related approaches toward gaining experience: Concrete Experience and Abstract Conceptualization, as well as two related approaches toward transforming experience: Reflective Observation and Active Experimentation. According to Kolb’s model, the ideal learning process engages all four of these modes in response to situational demands (Coffield, Moseley, Hall & Ecclestone ,2004).
This document is to review and outline some of the roles, responsibilities and boundaries in my experience as a tutor, trainer and practitioner, within teaching in terms of the training cycle. The teaching cycle helps us to organise what is going to be taught in the lesson and how is going to be taught and it is divided into five main categories; identify needs, plan and design, deliver/facilitate, assess, evaluate. In 1987 Neil Fleming individualised different approaches to study skills and suggested VAK as a definition which categorise three types of learners and therefore three types of learning styles; the Visual learner which prefers to learn through seeing, the Aural learner which prefers listening and discussing and the Kinaesthetic learner which prefers a more to-do approach. We plan the lesson at the planning stage, considering the different types of learners and need that we will be encountering and therefore preparing
Know how to identify developmental needs: Aim: Identify own learning style(s) and the learning style(s) of another member of the team. Sufficiency descriptors: Own Learning style(s) and the learning style(s) of another member of the team are indentified in detail, using a recognised model of learning styles which is itself explicitly identified. Outcome: I decided to use the Honey and Mumford learning styles to establish the learning style. This technique was developed by Peter Honey and Alan Mumford. It looks at the four stages of the learning cycle and links them in the following way: Learning Cycle Stages • Experiencing • Reflecting • Theorising • Testing Honey and Mumford • Activist • Reflector • Theorist • Pragmatist By applying this technique you are able to identify four areas for consideration.
Followed by two different types of learning, instrumental, and classical. Finally, we will conclude with the relationship between cognition and learning. When someone usually explains what learning is, the answer usually is described as the way to gather information, we way a person comprehends, or master’s something from experience or by his or her studies. Psychologist think that the common definition is vague and does not fully define the findings of scientist and observable behavior (Olson & Hergenhahn, 2013). Learning is used to assist in the process of adapting to his or her environment (Olson & Hergenhahn, 2013).
The process involves four major steps: attention, retention, reproduction, and motivation. In a classroom setting, students with externalizing behaviour observe their peers’ habits and can model those habits to reflect theirs. They also examine the effect of Observational Learning Theory and imply that social interaction as advocated by educational philosophers Piaget and Vygotsky assist students with externalizing behaviours not only learn from their peers but also, they can learn through interaction in the learning environment. They further suggest when students with externalizing behavior are given the opportunity to teach their fellow students they may acquire a sense of belonging, responsibility, and pride. Vygosky’s Zone of Proximal Development using principles of the guided learning theory asserts that students learn
Assessment for learning should focus on how students learn The process of learning has to be in the minds of both learner and teacher when assessment is planned and when the evidence is interpreted. Learners should become as aware of the 'how' of their learning as they are of the 'what'. Assessment for learning should be recognised as central to classroom practice Much of what teachers and learners do in classrooms can be described as assessment. That is, tasks and questions prompt learners to demonstrate their knowledge, understanding and skills. What learners say and do is then observed and interpreted, and judgements are made about how learning can be improved.