2) Reflective observation-where you think about it. 3) Abstract conceptualisation- you think about how it fits into a pattern or theory and work out some rules. 4) Active experimentation-the next time the same situation occurs, you apply your rules/theories. As a result, this will make your experience different from the first time. This can be applied to different factors, therefore you continue to reflect, think and work out different solutions.
The first phase is to review the curriculum and conduct a review of materials. The second phase is to write the curriculum with changes, if necessary, and select materials. The next three phases involve implementing extensive professional development and analyzing data. The curriculum is evaluated based on data and best practices in the final phase. The purpose of the curriculum is to ensure that all students achieve a level of academic excellence (Oxford Area, 2008).
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,
However, little to no information is being retained if the person does not have a ‘read/write’ learning style. In this case, something more needs to take place. An intervention is needed, whether it is a hands-on approach, a visual approach, or listening to someone stating the information out loud. Education is changing from simple lecture classes to something more because the importance of reaching out to all learning styles. “The importance of evaluating students’ learning styles and developing instructional methods that teach to specific learning styles has gained considerable support in the field of education, with many organizations and companies offering professional development courses for teachers and educators focused on the topic of learning styles.” (Rogowsky, B.
EXP 105: Week 2 Personal Learning Profile Name: Kerlita V. Fuller-Tramontana A. LCI Results Pattern CombinationIdentify the type of learner you are in the box | Dynamic Learner | | Sequence | Precision | TechnicalReasoning | Confluence | Record your LCI scores in the boxes provided. | 31 | 29 | 20 | 24 | Record the Level of Use in the boxes provided | Use First | Use First | Use as Needed | Use as Needed | B. How I Use First, Use as Needed, or Avoid Sequence How I use Sequence in learning or life is that I make sure that my area in neat and organized. I follow certain steps in my daily activities or when I am working. I want to know whether I am meeting my own expectations or those of others.
In this essay I will explore three methods of memory techniques, mental images, concepts and schemas and demonstrate how they are affective in helping organise out thoughts and improve our memory. Mental images are an alternative to thinking in words. If we make an effort to picture in our mind an image to use as a cue when recalling information it is likely to help fix it in our mind. Many mnemonics follow this technique and in the ‘method of loci’ it encourages the leaner to link mental images of the items they try to remember with a sequence of well know locations the learner is familiar with. This can be used in everyday tasks such as shopping lists and even revising for exams.
For example what makes for stimulated learning for an adolescent may not satisfy the needs of an adult learner whose frame of reference has been developed by lifetime experiences. (Gravels 2008, Page 9) ‘Learning should be fun, enjoyable and challenging to the learner.’ One key element of my role, and indeed a responsibility which will ensure a professional approach will be for me to focus on continuous professional development by way of reflective practices and maintaining a reflective journal for that purpose. I have previously and would continue to monitor my own performance and seek feedback from my peers regarding my teaching styles. To enable me to carry out the role of trainer in an effective manner it is important that I possess the relevant subject knowledge to enable me to facilitate and share that knowledge with students in an engaging way. That means I personally have to research it, plan the session and design the materials, adapting the content and level of the knowledge to the learners’ requirements and varied learning preferences.
During initial assessment I would identify learners individual needs and take then into consideration when planning my lessons .An example of inclusion in a classroom setting could be to use learners names when talking to them , using eye contact and speaking to them , personally during and after each session . (Gravells,2012:18) Can create a conducive learning environment where everyone will feel included adapting assessment methods to suit and meet any particular needs for example , a visually impaired learner may have their information and assignment in braille , questioning done verbally so the learner can dictate answer,to select inclusive learning and teaching techniques. I will read the qualification syllabus and my organisations recommendations to develop a learning plan that will embrace all needs .The choice of techniques will be influenced by my experience , the learners and the environment where the learning will take place
How Young Learners Learn Introduction This assignment aims to examine how young learners develop and learn. The main section of this assignment will present an overview of several theories of child development and learning that appear to have had a profound impact on educational perspectives in the last two centuries. Brewster, Ellis and Girard (2002) stress that every young learner is a unique individual with different learning needs. The ideal learning environment, it seems, would be one which presents the young learner with the opportunity to discover their own learning style, interests and preferences which would lead to independence and success. The overall aim of the assignment is to highlight various theoretical standpoints on learning and first and second language acquisition and the highlight the links between them.