If you know the learning style of the student, it is easier to convey the message you are trying to convey. Teachers adapt to their students and help them according to their style learning. Knowing the learning strategies influence teaching and learning by allowing the teacher know what is going on and giving students a chance to understand the material. These learning strategies help both: the teacher and the student. References Roell, K. (2014, January 1).
This essay will look at these models and how they can be used in a classroom situation to assist students’ learning. The Text code breaker asks, how do I crack this code? The emphasis is on learning and using appropriately the code or conventions of language (2010, as cited in Emmitt, M. Zbaracki, M. Komesaroff, L. & Pollock, J.). Students are encouraged to look for interesting, difficult or tricky words and attempt to work out what they are. Students learn that some words may have the same sound or letter patterns.
Unit one in this class first involved the class picking values we thought were important to make a caring learning environment. As we shared our reasons for picking the values on a discussion board, the class was involved in cooperative learning. In other words, we helped others evaluate their own values by providing input and suggestions. In this way, I believe this section in particular of Unit one and the discussion boards in general addressed our continuing professional development: TPE 13. Another aspect of Unit one was identifying and categorizing our intelligences.
Teachers need direction in order to meet academic proficiencies and to keep student’s interest (Laureate Education, Inc., 2010). After exploring several learning theories and strategies, my own teaching practices are most often modeled by several strategies and learning theories. The Constructivism Theory resonates in some of the techniques I am using in the classroom. Reflecting on student activities and the design my lessons ; I find students are most often engaged in learning activities that are student driven and lead to students constructing their own conclusions. Student often work at stations and learn through team building and planned movement.
Customized Learning Theory: Differentiated Instruction and Inclusion in the Classrooms Katie Wood Liberty University “Let the wise hear and increase in learning, and the one who understands obtains guidance,” (Proverbs 1:5, ESV). This is a powerful statement from God’s Word that should guide the role teachers play in their classrooms. “Good teachers know their subject matter and have mastered pedagogical skills,” (Slavin, 2009, p 24). Teachers who are willing to base their lessons off of research, in order to learn, will understand what it truly means to guide their students in the right direction. However, teachers cannot guide if they do not understand their students and how the students interpret learning in the classroom.
Donald Bear, Marcia Invernizzi, Shane Templeton, and Francine Johnston (2008) explain that there are two purposes for word studies. First is to help students develop a general knowledge of English spellings. Second, word study increases their specific knowledge of the spelling and meanings of words. Word studies are developmental because teachers must differentiate instruction for different levels of word knowledge (Bear et. Al, 2008).
Each individual has his or her own unique learning strengths and weaknesses. It is therefore vital for teachers to deliberately use a variety of methods to relate to these individual styles effectively. Understanding students’ learning styles could enable teachers to improve and adapt their teaching styles and strategies to meet student’s needs. When poor results and/or non-attentiveness are evident in the classroom this may be a mechanism for the educator to review the teaching methods used. It is not as important to figure out what style the student is, but to recognise how and why the student is learning in such a way and how to encourage their
Wayson also spoke about teacher student relations and how to open your classroom for more effective learning. He talked about not embarrassing a student, but in turn seeking alternate ways of getting your message across. This is something that we have touched on throughout the course, but something I feel to be very important. I think its imperative that as teachers we think about what our actions have the power to do. At the elementary level, we are shaping how students feel about themselves which can affect them the rest of their lives.
Learning Perspectives Learning Perspectives Christopher A. Schell Grand Canyon University EDU313N Educational Psychology 20th November 2009 Learning Perspectives Classroom of students are articulated with different attitudes, learning styles, strengths, and weaknesses, not to mention different motivations. Understanding is one of the most cherished goals of educating these students. Teaching for understanding can bring knowledge to life by requiring students to manipulate knowledge in various ways. For instance, educators must connect with each student and ensure they are connected to what they are learning. Therefore one may utilize different Educational Psychology perspectives in accomplishing this task.
I feel it is important to take into account the personalities of the children, as learning may be inhibited if one child is particularly domineering or intimidating. It is also necessary to look at the subject being taught and be flexible in the grouping of children. I personally feel that for subjects such as Literacy and Numeracy, where there is pressure for academic success the children should be split into ability groups. I feel by working in ability groups, the children are still able to support each other and there is still a hint of Vygotsky’s ZPD theory being practised, as there is still a range of abilities within an ability group and the more able of one particular ability group, can support the others in the group. It is important to remember that no one child is the same as another, even if they are classified as being of similar ability.