There are four different types of VARK learning styles, Visual, Aural, Read/Write, and Kinesthetic. The VARK Learning assessment aims to determine the best way an individual learns, but can also be seen through as an individual’s personality, and behavior in everyday life. The VARK learning style assessment has assessed this student as a kinesthetic learner. Now that we know this students learning style we can go over the Kinesthetic Learning Style, this type of learner is known as the active learner. She learns best not from explanation or direction; but from simply just doing it.
1.1 Explain what is meant by reflective practice Reflection is a process that one replays an experience over in their mind and they actively and carefully evaluate it. It is suggested that reflection involves three aspects; returning to the experience in your mind, connecting to feelings (helpful ones to be used, unhelpful to be removed or contained) and evaluating and re-examining through the eyes of knowledge and desired goals. Edgar Schon who studied and wrote much on reflection described two main ways of reflecting, one whilst in action and one whilst after the event has occurred. Reflection in action allows the practitioner to evaluate and change what he/she is doing whilst they are doing it, highly effective but many do not possess the skill to do this. Reflection on action is as described above where one contemplates in retrospect.
Physical, cognitive/intellectual, social/ emotional, and moral development will be examined. The course focuses on defining the various stages as they impact instructional practice and decisions in a preK-8 environment. (3 credits) Prerequisite: GEN 200. EDU 310 Models and Theories of Instruction This course focuses on the theoretical models that underlie teaching and learning for all learners. Effective teaching strategies that promote student learning will be examined.
1.3 Explain the characteristics of assessment for learning 1.4 Explain the importance and benefits of assessment for learning 1.5 Explain how assessment for learning can contribute to planning for future learning carried out by: a) the teacher b) the learners c) the learning support practitioner A description from the Assessment Reform Group “Assessment for Learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there” (2002) Characteristics of Assessment for Learning Assessment for learning is part of the teaching and learning process. It is essential for achieving a quality and productive teaching and learning experience. Providing the students with their WALT’s – We are learning today and WILF’s – What I’m looking for….. is a strategy that allows teachers to share the learning goals with students. Sharing learning goals with pupils will enable the student to get involved in their progress. By explaining to students what the learning objectives are provides an aim.
This assignment should be added to the learners PDP’s. P5 and M3 – require learners to reflect on and explain how the knowledge gained within the classroom has influenced their professional development within placement. Learners should use examples where possible to link their theoretical understanding to practical experience. This M3 criterion could be completed in the middle of the learner’s course of study and then towards the end of the course as this would lead into learners covering D2 which requires learners to
(CEC 4.4) • Design instruction to meet student needs. (CEC 4.5) • Select, adapt, create, and use curricular materials. (CEC 7.4) Relevancy of Task to Teacher Candidate Students must be able to implement research-based lesson plans which reflect accommodations and modifications for learners with disabilities. Assessment: Student Prompts/Teacher Directions 1) Individual: Teaching for Exceptionalities (Benchmark Assessment) a) General Practicum information: Students’ practicum experiences should follow the practicum experience requirements, including the diversity and hour requirements for this course on the Practicum Placement Form found in the Student Success Center, Colleges, College of Education, and Teacher Preparation Programs Practicum/Field Experience Manual i) Students should fill out the Practicum Placement Form and Observation Record. Complete
Running Head: RUNNING STYLES TESTS How Learning Styles are used in Higher Education Name: University: Course: Tutor: Date: Learning styles incorporate various methods used the dissemination of knowledge and skills mostly in an education setting. Supporters of learning styles have suggested that learners require an interactive approach to learning, one that suits their style of learning. Therefore, teachers should adopt teaching practices that are in line with the needs of the student within the social, cultural and emotional precincts of the learners. It is therefore important to make learning as individual as possible (Kolbs, 1984). With regard to this, several theories have come up since the 1970s explaining different approaches to learning.
It sounds simple, but when you break the process down it becomes much more complicated. In this paper we will discuss four different types of learning. We will also evaluate the rules of conditioning, reinforcement, and punishment throughout the learning process. We will describe how the memory is formed and analyze the relationship that the memory has with learning. Understanding the learning process and how it is stamped into the memory is paramount while attempting to learn or teach others.
Social Cognitive * Affective learning processes Self regulated learning tends to be influenced by an individual’s emotions, behaviors, and their cognitive processing (Schunk & Zimmerman, 1997). This is a process that will orient the individual in achieving their goals by self generating (Schunk & Zimmerman, 1997). Schunk and Zimmerman (1997) stated that the self regulated learning process can also be considered as an academic self regulation process which has been studied over the years throughout different classrooms. The students taking the course learn how to use motivation, cognition, and behavior to improve their learning skills. These students who use motivational beliefs also utilize more self regulation learning skills (Schunk & Zimmerman, 1997).
This means we tell them what they are going to lean, teach them, and tell them what they have learned. • Question learners to draw as much information from them as possible and fill in the gaps with your own expertise. 2. Learning styles & strategies Learning styles: Auditory - Teaching • Include auditory activities, such as brainstorming and buzz groups. Leave plenty of time to debrief activities.