As a teacher, one of the main roles is to motivate your learners to develop their ability and aspiration to learn. Some may read about delivering training and facilitating learning , but in reality a teacher does much more than that. A teaching role is not just about teaching your subject or preparing learners for assessment. The focus of a teaching role relates very much to inspiring learners to change and develop their personal, social and professional skills to the best of their ability. In this respect, the ultimate aim is to enable learners to understand how to take responsibility for their own development.
Student often work at stations and learn through team building and planned movement. In order to facilitate student learning; I often use a pedagogy of strategies which helps student learners meet academic goals. In developing lessons, I support the findings by Bruner that emphasizes the
If you know the learning style of the student, it is easier to convey the message you are trying to convey. Teachers adapt to their students and help them according to their style learning. Knowing the learning strategies influence teaching and learning by allowing the teacher know what is going on and giving students a chance to understand the material. These learning strategies help both: the teacher and the student. References Roell, K. (2014, January 1).
Each individual has his or her own unique learning strengths and weaknesses. It is therefore vital for teachers to deliberately use a variety of methods to relate to these individual styles effectively. Understanding students’ learning styles could enable teachers to improve and adapt their teaching styles and strategies to meet student’s needs. When poor results and/or non-attentiveness are evident in the classroom this may be a mechanism for the educator to review the teaching methods used. It is not as important to figure out what style the student is, but to recognise how and why the student is learning in such a way and how to encourage their
Reflective practice is important to the development of lecturers as professionals as it enables us to learn from our experiences of teaching and make easier student learning. Developing reflective practise means developing ways of reviewing our own teaching so that it becomes a routine and a process by which we might continuously develop. Kolb’s Learning Style Model. http://en.wikipedia.org/wiki/Learning_styles Kolb developed a theory of experiential learning that can give us a useful model by which to develop our practise. This
Test-taking, career-oriented, learning behavior, decision-making, and critical thinking are all areas in which I have strengths. I was able to apply this to my theory through the way in which class is conducted, and the students are assessed. DI and inclusion push for children to embrace their learning behavior and styles while helping them develop deeper thinking processes. Creating success and higher levels of thinking allow children to become goal orientated which will help them when it is time to choose career paths of their own. In my theory, an effective teacher must also be willing to change and adapt lesson plans based on the needs of the students.
Another role is to evaluate the tutor's own teaching and revise learning plans if necessary. In terms of boundaries, the tutor should receive an introduction at the place of work and with that some outlines within the organisation's expectations in regards to role and responsibilities of a tutor as well as a feel of the organisation's ethos. It is however important to know how far to take the role of tutor and when is appropriate to refer a student to a different professional or bodies like the learning support team for diversity or disabilities issues. A tutor must remember to act within the syllabus and in relation with what he or she is teaching and not beyond the course, maintaining either professional as well as personal boundaries and always keeping in mind confidentiality, following the requirement expected within the
Interactions between elements happen differently with individuals (Pashler, McDaniel, Rohrer, & Bjork, 2009). Determinations regarding each individual’s concentration, maintenance, and response to processing styles toward retention and long- term memories can be studied. These types of interactions and studies into learning permits for identification of preferences, strengths, and modes of learning specific to an individual that effect psychological, environmental, social, physiological, and emotional factors (Pashler, McDaniel, Rohrer, & Bjork, 2009). The purpose of this paper aids in evaluating and describing verbal learning, comparing, and contrasting paired associate, serial, and free recall learning, and exploring concepts of mnemonics within recalling verbal stimuli. Concept of Verbal Learning, Curve of Forgetting and Three Verbal Learning Methods Herman Ebbinghaus is associated with concepts of verbal learning regarding his work with memory.
The process involves four major steps: attention, retention, reproduction, and motivation. In a classroom setting, students with externalizing behaviour observe their peers’ habits and can model those habits to reflect theirs. They also examine the effect of Observational Learning Theory and imply that social interaction as advocated by educational philosophers Piaget and Vygotsky assist students with externalizing behaviours not only learn from their peers but also, they can learn through interaction in the learning environment. They further suggest when students with externalizing behavior are given the opportunity to teach their fellow students they may acquire a sense of belonging, responsibility, and pride. Vygosky’s Zone of Proximal Development using principles of the guided learning theory asserts that students learn
Know how to identify developmental needs: Aim: Identify own learning style(s) and the learning style(s) of another member of the team. Sufficiency descriptors: Own Learning style(s) and the learning style(s) of another member of the team are indentified in detail, using a recognised model of learning styles which is itself explicitly identified. Outcome: I decided to use the Honey and Mumford learning styles to establish the learning style. This technique was developed by Peter Honey and Alan Mumford. It looks at the four stages of the learning cycle and links them in the following way: Learning Cycle Stages • Experiencing • Reflecting • Theorising • Testing Honey and Mumford • Activist • Reflector • Theorist • Pragmatist By applying this technique you are able to identify four areas for consideration.