1.1 Explain the function of assessment in learning and development. 1.2 Define the key concepts and principles of assessment. 1.3 Explain the responsibilities of the assessor. 1.4 Identify the regulations and requirements relevant to the assessment in own area of practice. 2.1 Compare the strengths and limitations of a range of assessment methods with reference to the needs of individual learners.
Honey and Mumford identified these as ‘activists’, ‘reflectors’, ‘theorists’ and ‘pragmatists’. The individual’s ability to understand, process, conceptualize ideas and gain knowledge using specific approach or method is referred to as learning style. In order words, learning styles are various approaches students absorb and retain information. Different theorists, and proponents of learning styles, have given various definitions and meanings to learning style. Berings, Poell, Simons, & Van Veldhoven (2007) defined learning styles as “people’s personal tendencies in their use of learning strategies”.
Another contribution by Chinn and Kramer to Carper’s work was the development of a “model that expanded Carper's work by looking at how knowledge is generated, transmitted, and evaluated”. (Zander 2007) The model is compartmentalized into three dimensions with each seeking to address a different aspect; “the creative dimension is concerned with the generation, extension, and modification of knowledge; the expressive dimension provides the means by which the knowledge pattern is exhibited and displayed and the assessment dimension examines the ways of knowing for adequacy of the knowledge pattern by identifying a process context specific to the knowledge generation in each pattern, and establishing a pattern credibility index”. (Zander 2007) To some extent this model will also be referred to when I go on to describe my personal reflection of what nursing is while relating it to
Vgotsky Sociocultural theories and their application in education and information literacy Student’s name Institution name Abstract As one of the maim figures that have affected the contemporary constructivist theories, Vygotsky's publications has had cumulative influence, not only on the present psychological and sociological theories, but also on learning. A significant principle in his theory is the impression that the probable for cognitive development is restricted to a certain time period, which he term to be the Zone of Proximal Development [ZPD]. He deeply describes sociocultural theory and its application on education and information literacy (IL) research. Key words: Sociocultural, information literacy, the Zone of Proximal Development [ZPD] SOCIOCULTURAL THEORIES AND THEIR APPLICATION IN EDUCATION AND INFORMATION LITERACY RESEARCH LITERATURE REVIEW This essay discloses the application of sociocultural theories to information literacy research and curricular system. It describes the basis of this research in sociocultural approaches, particularly Vygotsky’s sociocultural based theory.
Understanding the learning process and how it is stamped into the memory is paramount while attempting to learn or teach others. Forms of Learning According to Carlson (2010), there are four different types of learning which are perceptual learning, stimulus-response learning, motor learning, and spatial learning. Perception learning deals with the ability to recognize something that was seen before and involves life-long changes to the brain of an individual’s perceptual system (Goldstone, 1998). In perceptual learning the four mechanisms used are known as attentional weighting, stimulus imprinting, differentiation, and unitization. By attention weighting, perception becomes tailored to certain activities and surroundings by increasing the amount of awareness and attention given to significant dimensions and features.
The theory has been used to explain mental processes as they are influenced by both intrinsic and extrinsic factors, which eventually bring about learning in an individual. Cognitive Learning Theory implies that the different processes concerning learning can be explained by analyzing the mental processes first. It posits that with effective cognitive processes, learning is easier and new information can be stored in the memory for a long time. On the other hand, ineffective cognitive processes result to learning difficulties that can be seen anytime during the lifetime of an individual. A.
The social cognitive model is one that is places emphasis on explaining how the individual’s personal behaviors and beliefs are influenced by the individuals learning environment (Schunk & Zimmerman, 1997). In the findings of Schunk and Zimmerman (1997), individuals who are learning are active participants and these individuals can gain control of their learning experiences throughout various ways. This can include finding a work environment that is productive
As shown by Wilson (2013, pp.4-7), CBR identifies information by means of “empirical and theoretical work” based on different aspects of the classroom. This knowledge is then reflected on and presented for others to gain a better understanding of teaching and learning in the classroom. CBR is essential
Critical reflection blends learning through experience with theoretical and technical learning to form new knowledge constructions and new behaviors or insights. Learning by critical reflection creates new understandings by making conscious the social, political, professional, economic, and ethical assumptions constraining or supporting one’s action in a specific context (Ecclestone 1996; Mackintosh 1998). Critical reflection’s appeal as an adult learning strategy lies in the claim of intellectual growth and improvement in one’s ability to see the need for and effect personal and system change. Reflection can be a learning tool for directing and informing practice, choosing among alternatives in a practice setting, or transforming and reconstructing the social environment (Williamson 1997). Can critical reflection be taught in a classroom?
There are multiple theories associated with pedagogy. The theories that underpin approaches emphasised within Building the Curriculum 2 (2007) highlight the constructivist theory. This theory regards the learning process as active, in which learners construct and internalise new thoughts, ideas and knowledge based on their own present and past knowledge and experiences. (Cohen,