The contributions of the major theorist who worked to develop each theory. C. Define the major principles associated within this theory as they relate to the psychology of learning. D. Summarize how this theory makes use of prior experience in explaining how people learn E. Describe how this theory explains how permanent change in behavior takes place. F. Apply this theory to a real world setting (schools, treatment facility, business, and social activities). 4.
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”.
Enlisted below is the broad classification of adult learning process into various sub-concepts such as:- • Firstly, Androgogy that is the art and science of making adults learn by an educator. • Secondly, Self-directed approach that is the need of individual to manage her or his own learning • Thirdly, Transformational approach or the psycho-cultural and cognitive restructuring of an individual due to experiences • Lastly, the class, gender and ethnicity learning that accentuate the impact of societal factors on learning. Androgogy It can be defined as the approach to become self-reliant, autonomous and self-directed by the means of experiences. It is not qualified by mission and vision but academic learning including reflection, critique
The research design will then be introduced taking into account the theoretical frameworks and the review of the pertinent research. In this presentation, the qualitative study proposed is to learn the impact of educator perception on the impact of professional learning communities on student performance will be outlined. This will be followed with a discussion concerning the limitations of this study as well as precautions taken to protect those involved with the study. Theoretical Framework Organizational change and socio-cultural learning theories inform this study because they contextualize the problems with universal curriculum frameworks. It is through these theories that we will gain more insight into the issues associated with school system-wide leadership (Knapp, et al, 2008, p. 35).
UNIT 012 Principles of assessment in lifelong learning Main methods of assessments in life long learning are: academic (knowledge) and vocational (performance). Dependent on the subject, the assessment method may need to be adapted, using and adapting both these type assessments will ensure that the students acquire optimum achievement during my lesson. To decide which of these is most appropriate, the assessment cycle will be used: • Initial assessment - used to identify if my students already know something about the subject to be assessed and the needs of my students (for example more support). • Assessment planning - used to plan the suitable types and method of assessment following relevant organisational guidelines. • Assessment activity - to determine this, the method could be assessorled like completing questioning or student-led like gathering evidence of competence.
Hildebrand & LaHood (2002) noted that each college is responsible for overseeing the process through which the assessment of academic major programs takes place, following existing curriculum and governance procedures. Personal identification with the institution, belief that actions will effect improvement and an institutional climate that supports change will encourage participation in the process. Recognition of the need for external accountability combined with a sense of internal responsibility motivates faculty, students, and administrators to become involved). According to Cox and Godfrey (1997) the importance of measurement, assessment and evaluation techniques to the teaching process relates to the reason for the process of teaching itself. One assumes that students will be different after a unit of work has been taught.
The five focus areas within the standard contribute to these notions: 4.1 Support student participation, 4.2 Manage classroom activities, 4.3 Manage challenging behaviour, 4.4 Manage student safety and 4.5 Use ICT safely, responsibly and ethically. Standard four falls within the domain of professional practice, which advocates that the creation of an effective learning environment is influenced by the cycle of planning, classroom management and feedback. The language contained in standard four suggests that the work of a graduate teacher is carried out at the ‘micro’ level, demonstrating and applying knowledge in the classroom whereas the lead teacher also operates at the ‘macro’ or organisational level. While the graduate teacher adheres to the accepted practices of the school framework in order to support positive learning within the classroom, the lead teacher’s sphere of influence is wider; with possible involvement in reviewing the framework itself for better student outcomes across the school. ‘We remember 50% of what we
These three discourses normalize particular roles and responsibilities for teachers, the ESL department, and ELLs. The objective of the inquiry professional development was to promote instructional changes to benefit ELLs and was negotiated in reshaping by these local discourses. Was the problem documented?
By being familiar with the philosophies of education has helped the pre-service identify with and the ones that correlates with the per-service principles are behaviorism, essentialism, and progressivism. Foremost is the essentialism which is grounded in the former school design that acknowledges the political, social structure, and trade and industry of native society (Martin, 1995). Based on the traditional native excellence as value for loyalty to duty, anxiety for others, common sense, influence, and determination is the principle of essentialists for educator (Sadker & Sadker, 1994). Traditional disciplines are taught in such subjects like science, language, math, and history the key to those subjects is the groundwork of the syllabus in the classroom. According to knowledge received through assignments and personal interviews the pre-service
Through my personal experiences of education both in early childhood and primary and due to large amounts of critical reflection, I have been able to identify two key conceptual frameworks, these being social reconstruction and humanism, which guide my own teaching and learning. This essay will describe the ideologies that underpin them, and how each implies different approaches to teaching and to children’s learning. It will also critically analyse and examine the ethical impact of both, in relation to learning and teaching. In addition, it will also explore and illustrate the strengths, limitations, and/or drawbacks of social reconstruction and humanism in a practical context. Humanism is a conceptual framework that is part of the liberal ideology, it is a political theory that stresses individualism by rejecting an authoritarian government, and defending and advocating individual freedom (Rathgen & Hulston, 2004, Issues in Curriculum course reader, pg.