The learning key for the LP is to give specific, clear instructions, clear expectations and support. The LP wants more than theory. They like concrete examples and a track to run on. The LP may be a little apprehensive in a group learning sessions that require interactive behavior. The discomfort felt can affect knowledge acquisition.
Explain why it is important to identify and meet individual needs Meeting the Needs of all Learners Student Diversity Aptitude Achievement Interest Motivation Needs Ability Learning and differentiation When planning to introduce an individualised approach to learning, as in personalised learning, teachers need to be aware of the ways in which learners prefer to learn. It has become common practice to identify preferred ways of learning during course induction. While this is clearly good practice, it is only the beginning of the process, not the end. As there is a range of CPD, while teachers may be well versed in theories of learning, what is not happening, in many cases, is the translation of theory into practice in the form of
-uses all parts of Bloom’s taxonomy including Analysis, Synthesis, and Evaluation -indirect instruction involves: organizing content, inductive and deductive reasoning, examples and non-examples, student experiences, questions, student’s self-evaluation, and group discussion. Advantages Because of its constructivist nature, indirect instruction has the advantage of making the student an active learner. Learning is something that is "done by" the student, not "done to" the student, as the teacher moves from the role of instructor to one of facilitator.
This way of giving feedback should always be adapted to each learner. To be constructive feedback has to have some depth instead of quick comment. It has to be based in particular facts related to the learners development, achievement or what areas the learner needs to develop. However a trainer has to have in mind that when a learner reads a written feedback he may not interpret the trainer’s words as the trainer intended. So it is very important that the trainer chooses his words carefully in order to be clear about the learner’s achievements, progress or areas of improvement (Gravells, 2013).
City & Guilds 7303 The Teaching Cycle [pic] As a teacher, our roles are varied but include: Planning Our responsibilities are: • To ensure that once the syllabus is known, a Scheme of Work is developed and lesson plans generated • To ensure the course structure and timetable are developed • To ensure that resources are planned • To ensure accommodation is suitable • To get to know our students and their needs • To ensure that our knowledge is up to date Boundaries with Planning There are limitations with planning, in that a Lecturer can only plan for what is known and there may be unexpected occurrences that have to be dealt with in the lesson. However, there also has to be an element
I feel it is important to take into account the personalities of the children, as learning may be inhibited if one child is particularly domineering or intimidating. It is also necessary to look at the subject being taught and be flexible in the grouping of children. I personally feel that for subjects such as Literacy and Numeracy, where there is pressure for academic success the children should be split into ability groups. I feel by working in ability groups, the children are still able to support each other and there is still a hint of Vygotsky’s ZPD theory being practised, as there is still a range of abilities within an ability group and the more able of one particular ability group, can support the others in the group. It is important to remember that no one child is the same as another, even if they are classified as being of similar ability.
Nowadays teachers should be conscious of how students learn so as to create and develop their teaching strategy and learning actions. Because the way which teachers use has a straight effect on individual's learning and understanding. Those data's objectives is to motivate students to begin thinking about learning and find out the way they prefer and they can understand. We can classify the approaches to learning in to two types: surface learning and deep learning. Each person's thinking effect on which way they choose.
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
It is not fair to conclude that because a student exhibits difficulties with one area of learning that he or she will exhibit the same difficulty in other areas, in fact a student who displays difficult writing or reading may in fact excel in other academic areas such as mathematics. Other scholars such as Bernhardt argue that multiple measures is important as student achievement results can be explained by other factors (Bernhardt, 2002). Bernhardt believes that there are four components which should be discussed when referring to multiple measures; student learning, demographics, perceptions and school processes (Bernhardt, 2002). Bernhardt believed that not only will multiple measures enhance student learning, but also it will provide teachers and schools with the information necessary to improve overall learning. McMillan
It focuses on using the Bottom up technique as discussed earlier which has proven its effectiveness over and over already. It connects the students background knowledge with the current information and this is the bases of understanding and learning. However schema theory is not perfect as it relies heavily on the students background knowledge and this can be problematic if the teacher does not understand the socio-cultural background of the students. "Thus, rather than attempting to neutralise texts, it would seem more suitable to prepare students by "helping them build background knowledge on the topic prior to reading, through appropriate prereading activities" Carrell