Instead, he suggested, we should look only at the external, observable causes of human behavior. Skinner used the term operant to refer to any "active behavior that operates upon the environment to generate consequences". In other words, Skinner's theory explained how we acquire the range of learned behaviors we exhibit each and every day. Bandura – Social Learning Theory The social learning theory proposed by Albert Bandura has become perhaps the most influential theory of learning and development. While rooted in many of the basic concepts of traditional learning theory, Bandura believed that direct reinforcement could not account for all types of learning.
Learning is a process by which we acquire knowledge skills an understanding of abstract. ‘The secret of success is learning how to use pain and pleasure instead of having pain and pleasure use you. If you do that, you're in control of your life. If you don't, life controls you.’ Tony Robbins Everyone has a combination of learning styles. Some people may find that they have a main style of learning, with a lesser amount ofuse of the other styles.
Some people with a mild learning disability can talk easily and look after themselves, but take a little longer than usual to learn new skills. Others may not be able to communicate at all and have more than one disability. The unit I work within has a mixture of children with mild and moderate learning disabilities. There are some children with Autism who are unable to communicate fully through speech and therefore Makaton (a form of sign language) is used and some of the children within our class setting have more behavioural needs rather than an actual learning disability. CCLD FP OP 3.3.
As a formal organization, the department of education has a mission statement, goals, objectives, tasks, and roster of personnel and students. The contemporary work of Peter Senge provides a critique of educational systems grounded in conventional assumptions about learning where each subject is enclosed in its own domain. Interdisciplinary perspectives are critical in moving away from industrial age models of fragmented knowledge and lack of cohesive learning and where schooling is a separate
Gardner’s Seven Intelligences Howard Gardner states that his Seven Intelligences have been “developed to document the fact that human beings have very different kinds intellectual strengths”, which are helpful in helping people learn, especially with children. He further described that in education; if there were “only one kind of intelligence, we could teach everyone the same way and assess him or her in the same way, which would be fair,” but we do not all learn the same way. He also stated “anything can be taught in more than one way”. Gardner felt that teaching using various techniques and providing early feedback, would also help children and adults as they will be able to self assess and see what is working and what is not. He also felt that in order for people to truly learn and remember what they learn, they would need to become more “active” in the learning by “asking questions, do things hands on, to essentially re-create things in their own mind and transform them as is needed” they will remember the lessons for a longer period of time.
My Educational Philosophy is to educate the whole child. So my Philosophy is that of an Idealist, and somewhat of a Realist. I believe each child is a unique individual who needs a safe, loving, and stimulating environment in which to grow and mature mentally, intellectually, spiritually, physically, and socially. (Metaphysics) It is my desire as an educator to inform, tutor, to educate occurrence, ideas, and generally awaken student’s creative expression, giving them all the knowledge and tools they need to learn. In order to accomplish this, I would have to act as a guide for each of them, allowing their natural inquisitiveness to direct his or her learning, giving the opportunity for achievement, the giving of challenging responsibility, along with the growth in stature and peer recognition should all be appropriate, worthwhile, offered sincerely and done in public, for example; the teacher’s individualized goals for the child, the child’s goals for him or herself, and the family’s goals for the child, which will then promote
Vygotsky defined the Zone of Proximal Development (ZPD) as the distance between the most difficult task a child can do alone and the most difficult task a child can do with help. He believed that a child on the edge of learning a new concept can benefit from the interaction with a teacher or a classmate. Vygotsky referred to the assistance a teacher or peer offers a child as scaffolding {(to use language and social interaction to guide children’s thinking.) For example, when scaffolding, adults offer direct solutions to problems, indirectly guide them with hints or questions, or allow them to think completely independently, depending on what they need to learn.} In the same way, adults and peers can help a child “reach” a new concept or skill by giving
References 1.1. Introduction Independent learning is when individuals are able to think, act and pursue their own studies autonomously, without the same levels of support they receive from a teacher at school. The information literacy skills are achieved by independent learners, through resource based teaching learning methods that direct them towards deep learning. These skills enable the independent learner to find, retrieve, analyze and use information which in turn enables them use their knowledge from the familiar environment to the unfamiliar, thus creating an information literate society( Gow& Kember, 1993). 1.2.
Multiple measures refers to “using multiple sources and types of relevant information about persons or programs when making educational decisions” (Brookhart, 2009). There are many different viewpoints about what constitutes multiple measures and the reasoning behind them. From a teaching perspective, multiple measures are important in order to achieve validity. Brookhart supports that multiple measures are important in enhancing construct validity. It is fair to say that one cannot gain a complete understanding of a student’s capabilities from the results of only one test (Brookhart, 2009).
They are both constructivist, holding that children learn through constructing meaning with their world. Where these perspectives diverge is in how each child constructs knowledge, the role of the teacher and how imagination plays into development. There are many beliefs in common between Montessori’s and Froebel’s education philosophies. Both believe in the child's right to be active, explore and develop their own knowledge through investigation. Both see activity as a guide to education and do not believe in repressing it.