(Smith, 2001) These preferences can be visual, auditory or kinaesthetic (VAK). Everyone should be aware of what kind of learner you are whether it is visual, auditory or kinaesthetic. The different types of learning styles that the students have should be taken into account by the tutors, they should provide a range of different teaching methods, for example visual learning styles involves the use of seen or observed things, including pictures, diagrams, demonstrations, displays, hand-outs, films, flip-chart, etc., an authority learning involves the transfer of information through listening: to the spoken word, of self or others, of
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”.
In this write-up, I will seek to explain the ways in which I could establish ground rules with learners, which strengthens behaviour and respect for others. In doing this, I will be explaining what ground rules are and why they are necessary. How best they can be established and also ensure that students take ownership of rules by putting responsibility on them. Ground rules can be defined as terms which govern the working relationship between the school/teacher and its learners. According to Jo Budden “good classroom management depends a lot on how you establish ground rules at the beginning of the course”.
Distinction To achieve a distinction the evidence must show that, in addition to the pass and merit criteria, the learner is able to: The learner will: 1 Understand the learning process The learner can: P1 Explain key influences on personal learning processes of individuals M1 explain the importance of improving skills for learning to support learning processes 2 Be able to plan for and P2 Assess own knowledge, monitor own professional skills, practice, values, development beliefs and career aspirations at start of programme P3 Produce an action plan for self-development and the achievement of own personal goals 3 Be able to reflect on own development over time D1 evaluate changes P4 Produce evidence of own M2 analyse the importance made to action of meeting action plan progress against action plan in response to targets in supporting own plan over the duration of ongoing reflection of progression the programme development, targets and goals P5 Reflect on own personal and professional development M3 explain how knowledge D2 analyse own gained within the development and learning environment progression over time has influenced own professional development 4 Know service provision in the health or social care
Educational Implications for Students with Physical and Health Impairments (Bench Mark Assessments) Jackie McDowell Grand Canyon University: SPE 358 August 28, 2014 INTRODUCTION Many children can be born with many different types of physical and health impairments. It is up to the teacher, parents, educators, and other health officials to design and prepare an Individual Education Plan f for students with physical and educational needs. The teachers must make sure that all accommodation and/ or modifications are being implemented. In this paper we’ll be looking at some accommodations and /or modifications of students with physical and health impairments. ABSTRACT This paper examines the accommodations and/or modifications of a thirteen year old boy that has been diagnosed as austic.
Many theorists have expressed an opinion on how a desirable condition can be achieved, the two main schools of thought base themselves on either the Humanistic or the Behaviourist theory. Two major theorists associated with the humanistic view are Abraham Maslow and Carl Rogers. These theorists, whom base their views on this approach, emphasise on the self choosing their own behaviour to achieve, and this behaviour is connected to their inner feelings and personal image and is not pre-determined. These theorists believe that all individuals have an instinctive drive to achieve their maximum potential. Abraham Maslow developed a model known as The Hierarchy of Needs (1) as a theory for understanding human motivation and personal development.
Motivation will help induce an individual to think "If I am unable to do something or if I cannot, then I must put forth an effort and try." This in return will make a person do whatsoever it takes to obtain success. Motivation is in every function of one’s life. This paper will describe how personal history and emotion act as sources of motivation, explain the relationship between motivation and behavior, and clarify how motivation is exhibited in behavior. History Personal history in regards to motivation includes the environment and individuals in which a person is raised.
61).and orientation as well as motivation to learn. Self-Directed Approach It is the need and ability of an individual to control own learning capacity for the personal growth in contrast to androgogy that focuses on mutual benefit to oneself and surroundings. It has various goals associated with it. Elucidating a few:- 1) - Accepting responsibility of one’s own learning. 2) - Fostering of transformational learning that is the critical reflection is defined as the historical, geographical and cultural reasons for one’s own needs, wants and interests.
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).
These three components, summarized by RelateCreate-Donate, imply that learning activities: occur in a group context (i.e., working collaboratively in teams) are project-based have an outside (authentic) focus (Kearsley & Schneiderman, 1999). Relate-Create-Donate Relate emphasizes team work (communication, management, planning, social skills) Create emphasizes creativity and purpose. Students have to define (or at least identify in terms of a problem domain) and execute a project in