David Kolb published his learning styles model in 1984. Kolb's learning styles model and experiential learning theory are today acknowledged by academics, teachers, managers and trainers as truly seminal works; fundamental concepts towards our understanding and explaining human learning behavior, and towards helping others to learn (www.businessballs.com 2003-2012). Kolb’s experiential learning cycle describes a four stage cycle to explain learning. He says that the first stage, concrete experience is doing(observing), the second stage, reflective observation is thinking(reflecting), the third stage is abstract conceptualization is speculating(generalizations) and the last stage is active experimentation which is experimenting(testing implications). Kolb points out that this cycle recurs continuously.
Keywords: Schemata Tabula rasa Ever-changing Reinforcement Cultural Dynamic Running head: BEHAVIOURISM, COGNITIVISM & CONSTRUCTIVISM 3 The three major theories of learning: Behaviourism, Cognitivism & Constructivism Webster’s Dictionary defines learning as “the act of one that learns; knowledge of skill acquired by instruction or study; modification of a behavioural tendency by experience”. Learning is often defined as a change in behaviour (Birkenholz, 1999) in the learner, or it can be thought of as a process in which influences and experiences are acquired and enhance our knowledge, skills, practices and views. Learning can also be defined as a change in a learner’s schemata. What is a theory? (Dorin, Demmin & Gabel) According to the Oxford Dictionary a theory is “a supposition or a system of ideas intended to explain something,
Mr. Phillips agrees somewhat with Malcolm Knowles, author of Informal Adult Education (1950), The Modern Practice of Adult Education (1970), and The Adult Learner (1973). Malcolm Knowles was a pioneer of adult education and believed learning is self directed and that adult learners are responsible. There are those who disagree that self direction begins with making a choice. This is where forced learning becomes a task for the trainer. The trainer responsibility is to get these two groups together to reach a common goal.
Running head: Piaget, Vygotsky, and Erikson Piaget, Vygotsky, and Erikson Introduction The purpose of this article review is to summarize three articles. The articles this article review will summarize are Piaget’s Equilibration Theory and the Young Gifted Child: A Balancing Act, Vygotsky’s Theory in the Classroom: Introduction, and Gifted Children and Erikson’s Theory of Psychosocial Development. These articles touch on the major theories of Jean Piaget, Vygotsky, and Erik Erikson’s and educational implications for each. Each psychologists contributed to psychology, although Vygotsky’s work was not recognized until 1960, there work were often the build blocks for cognitive, social, and cultural development. Piaget’s Equilibration Theory and the Young Gifted Child: A Balancing Act.
Write a report in which you exemplify how you have modified your own practice through implementing the good practice in generic and specialist areas of learning and teaching, highlighted in a range of approaches to inclusive curriculum design * Analyse how theories, principles and models of inclusive design and development are used to inform own practice and the provision in own specialist area. Within my own practice I use aspects of a variety of theories, principles and models depending on the learners I am teaching. For my lower achieving learners I prefer to use a more ‘expressive’, ‘process’ based (Dewery 1916) ’linear’ curriculum design approach…this is mainly because I have to be certain that the all criteria have been covered, and the methodical method of ‘linear’ means it is easy to spot where something is not right or missing. This being said it is also important for learners to be able to express themselves and do things their own way, and as Pinkerton (1985) says, to learn by their mistakes…it is the journey, and what they learn on it which is important, not the fact that they got there. This is purposefully a very liberal humanistic approach, because I want to make sure that everyone has the opportunity to achieve, no matter what their particular learning difficulty…with these lower achieving learners my role is more like ‘Knowles’ ‘andragogy’ approach, being the facilitator in helping learners reach their own individual goals, not expecting everyone to hit the same target.
Theories of learning: behaviourist, gestalt, cognitive, humanistic LO2 Understand the impact of learning styles on learning by individuals. 2.1 Explain different factors that can influence the effectiveness of learning. Influences: motivation, environment, culture, communication, past experience 2.2 Explain concepts of learning style. Learning style: visual, aural, tactile, kinaesthetic; activist, reflector, pragmatist, theorist. 2.3 Assess own preferred learning style.
Constructivism is a theory of knowledge that argues that humans generate knowledge and meaning from an interaction between their experiences and their ideas. Constructivism is not a specific pedagogy. Jean Piaget’s theory of constructivist learning has had wide ranging impact on learning theories and teaching methods in education and is an underlying theme of many education reform movements. There are different modes or ways of knowing. Howard Gardner (1993) refers to these as multiple intelligences.
In this essay, I will compare and contrast the theories of Piaget and Vygotsky, who both influenced the more scientific approach to analysing the cognitive development process of the child active construction of knowledge, (Flanagan 1996). Both Vygotsky and Piaget were regarded as constructivists in the field of cognitive development, meaning that cognition is the result of mental construction (Davison, 2006). According to constructivists, a person’s ability to learn is affected by the context in which the person is taught, as well as their personal beliefs and attitudes.
Hereby, characteristics such as experience, self-concept and readiness have an influence in determining learning and are some of the reasons that explain the difference in depth and volume between child and adult learning. The learning styles of the students play a significant role in developing instructional strategies and designing class activities to maximize the learning experiences of students (Carpenter-Aeby & Aeby, 2013). At the same time, the applications acknowledge what Murray (2014) claims in saying that andragogy is far from an inherent and essential construct that is contained within an individual. Rather, it emerges as a function of instructor-student relationship. However, according to Harper & Ross (2011), there are weaknesses
McMillan, (2011) suggests there are four components involved in good quality assessment practices: identify the purpose of the assessment, decide how information will be gathered, establish the standards and criteria for interpreting results and determine how results are to be used to advance learning. These factors must be considered to determine the best type, appropriate time and desired outcome of the assessment. Good quality assessment not only depends on how assessment is conducted, but when. McMillan, (2011) describes assessment as a cycle that should take place before (diagnostic), during (formative) and after (summative) instruction. Assessment is necessary during all three stages, as individually, each type has limitations for what can be achieved.