Running Head: RUNNING STYLES TESTS How Learning Styles are used in Higher Education Name: University: Course: Tutor: Date: Learning styles incorporate various methods used the dissemination of knowledge and skills mostly in an education setting. Supporters of learning styles have suggested that learners require an interactive approach to learning, one that suits their style of learning. Therefore, teachers should adopt teaching practices that are in line with the needs of the student within the social, cultural and emotional precincts of the learners. It is therefore important to make learning as individual as possible (Kolbs, 1984). With regard to this, several theories have come up since the 1970s explaining different approaches to learning.
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. Below is an example of an identified Activist (Honey and Mumford. Four identified areas (Honey and Mumford): • How the person likes to learn - To be Involved and “Enjoy the Journey” • Learning Characteristics - Good at Putting Concepts and Visions into Action to Create new Experiences • Description - Solves Problems Intuitively, rather Than with Logic • Best conditions for learning - When Allowed to Get “Hands on” Experience and Learn with Others In order to establish my own and Peter Barfield’s learning style, I used a Honey and Mumford Questionnaire. This consists of 40 statements in which the individual will indicate a strong agreement with the statement with a tick and a strong disagreement with a cross. At the end of the exercise a score chart is used identifying the strong agreement (ticks).
Learning is a process by which we acquire knowledge skills an understanding of abstract. ‘The secret of success is learning how to use pain and pleasure instead of having pain and pleasure use you. If you do that, you're in control of your life. If you don't, life controls you.’ Tony Robbins Everyone has a combination of learning styles. Some people may find that they have a main style of learning, with a lesser amount ofuse of the other styles.
Stands for: C – creative, R – reflective, E – effective, A – active, M- motivation. Looking into each of these areas in more depth may give the student opportunity to examine the factors that may influence the learning process and be able to focus on, develop and apply the skills and strategies that they might find most effective. At the same time, weakness that may hinder the learning process, could be identified and dealt with. It seems to suggest that study skills and strategies can be taught, learned and implemented by any individual, so allowing anyone to gain a sound
-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.
Unit Number: 2 Handout: Sample completed learning journal with level 4 guidance Form 10 Reflective Learning Journal This form should be used to record your reflections as you progress through your qualification. You should link your reflections to reading, principles, theories and professional values, as relevant. |Analysis of challenges that I faced in unit/task: Roles and Responsibilities of the teacher. | |Through this session I gained a better understanding of how a myriad of areas, big and small, need to come together to produce a | |teaching structure in which all students can gain the greatest benefits from the subject on offer. Also, that even though | |preparation and planning are key in delivering a well structured and interesting lesson, efforts in this area are wasted if I am | |unable to connect with my students.
2.1 Evaluate how to involve the learner in the assessment process When learners communicate with others about their learning, they learn about what they have learned, what they need to learn, and what kind of support may be available to them. Research shows that when learners are involved in the assessment process and learn to articulate what they have learned and what they still need to work on, achievement improves (Black and Wiliam, 1998; Sternberg, 1996. When communicating their learning using a variety of work samples, they go beyond what grades, numbers and scores alone can show. They are able to examine the depth, the detail, and the range of their own learning to figure out their strengths and what they need to work on next” (Gregory, Cameron, Davies, 2010) This is all part of learning to self-monitor and is recognised as an essential skill for self-directed, independent, lifelong learners. Elbow (1986) Progress is based on actual performance rather than on how well learners perform in comparison to others (Lytle and Wolfe 1989; Sticht 1990).
Pedagogy is defined by Watkins and Mortimore (1999, p.17) as “any conscious activity by one person designed to enhance learning in another”. No two people are alike, each person will differ in their style in which they do things and how they act. This applies to coaches and teachers as although their methods will contrast, they are essentially teaching or coaching the same field. (Leach and Moon 1999, p.61) argue that effective pedagogic settings have to display a fundamental understanding of encompassing; “all the complex factors that influence the process of teaching and learning.” For everything that is taught there are different aspects which have to be learnt to master a certain field. During practice sessions and observations it was observed that successful coaches demonstrated their ability to incorporate all skills of the game to create successful players i.e.
It sounds simple, but when you break the process down it becomes much more complicated. In this paper we will discuss four different types of learning. We will also evaluate the rules of conditioning, reinforcement, and punishment throughout the learning process. We will describe how the memory is formed and analyze the relationship that the memory has with learning. Understanding the learning process and how it is stamped into the memory is paramount while attempting to learn or teach others.
There are many different learning styles and why does everyone have their own way of learning even when it's the same thing the other person is learning. Why do we have our own way of learning and how did we get that learning style. How do people get their own way to learn the same thing another person is trying to learn. Do peoples brain think differently or is it just the method we learn from our educators! The reason I choose to continue my education is because I felt it was time for me the receive an education so that I could look back and tell myself I did something worthwhile!