Different people adjust to different strategies. Most people adjust to more than one strategy. We just need to identify which ones through assessment. How the Awareness of Learning Strategies Influence Teaching and Learning It is important for teachers to understand what a student is going through in their process of learning new information. If you know the learning style of the student, it is easier to convey the message you are trying to convey.
Based on what level they are on, then move them into a group of children that are at the same level. Then, as a teacher, build upon their knowledge at their level and pace. The guide the students into learning new words on their own, this could be done by reading and practicing writing. Alternative #3: Embedded Phonics Instruction, on pages 235 and 236, is a literature-based instruction. Students learn new words based on
I like to investigate and see a situation from different angles, and I will support this by giving examples from past experiences, furthermore, I will reflect on how I can become a better learner. Kolb describes a four stage cycle to explain learning, the first stage is concrete experience; this involves actually doing a particular task. The second stage is reflective observation; this is the thinking part, it is where you reflect on the task. The third stage is abstract conceptualization; it is where you speculate; learn from the experience and think of ways to improve yourself. Finally the last stage, active experimentation, as its name implies, it is where you experiment to come up with the best possible way of doing the task (Payne and Whittaker, 2006).
An active learner is one who understands new information by doing something with it, and they strive to take a greater responsibility for their own learning, and they take advantage of extra credit opportunities. This fits my learning style very much so. When I am learning something I take what I learn and apply to my homework in that specific subject or use it in other subjects. Also I take responsibility for my own learning by going to get help on what I do not understand, and I always jump at the extra credit when it is available. An intuitive learner is one who prefers to take information in an abstract form such as ideas, images or ideas.
1. Explain the purpose of the following types of assessment in learning and development • Initial Assessment • Formative Assessment • Summative Assessment Formative Assessment Initial assessment provides the information needed to plan an individual’s learning and improve their chances of learning effectively. Without it, there are only assumptions. It’s always possible to make some predictions about learners from an application form or selection test, but it’s an insecure basis for planning. Learners themselves bring assumptions about learning based on the past, and some of these may get in the way of looking ahead to a new way of learning.
Aural/Auditory Learners: Spoken/Heard instructions facilitate learning for his type of individual. Lecture sessions, discussion groups, emails and recordings are devices that helps people with this learning preference to explore and discuss concepts with others and understand what works best for them in learning environments. Read/Write Learners: Learners who choose this preference learn best when they receive and return information as words. Communication may be penned or typed. The mechanisms of choice are PowerPoint, the Internet, dictionaries, text signs and written responses.
- Interpret/explain practice: This component involves educators sharing and interpreting of quantitative and qualitative analysis which involves me talking and analysing my descriptions of my practice with other teachers. - Theorise practice: This component generates explanations for practical teaching and learning experiences, this might involve me developing a theory of teaching which has been around for a period of time. - Change practice: This component involves trailing and changing a few things on the original practice, which might involve me understanding the way I teach and having my own theory on learning based on my students. ! !
This essay will look at these models and how they can be used in a classroom situation to assist students’ learning. The Text code breaker asks, how do I crack this code? The emphasis is on learning and using appropriately the code or conventions of language (2010, as cited in Emmitt, M. Zbaracki, M. Komesaroff, L. & Pollock, J.). Students are encouraged to look for interesting, difficult or tricky words and attempt to work out what they are. Students learn that some words may have the same sound or letter patterns.
This is the process operating when the tutor explains the assignment. • Depending on student's previous experiences and expectations, their perceptual filters will interfere with the message that they receive. • Both the tutor's verbal and non-verbal communication – in particular, aspects of paralanguage such as emphasis – will communicate which bits of the instructions are most important. Verbal communication varies in its accessibility for students, as they may have different levels of understanding of the instructions (especially if English is not their first language). Non-verbal language may support or contradict verbal messages.
Some theories depict how component skills and processes become coordinated and transferred across tasks within domains (Anderson, 1985), but there is much less understanding of the coordination and transfer of skills across domains (Perkins & Salomon, 1989). Equally important are the skills and strategies of selective attention and decontextualization during learning. Sternberg (1985) calls these the knowledge acquisition components of selective encoding, combination, and comparison. But there are many other useful learning strategies (Weinstein, Goetz, & Alexander, 1988). Some involve global planning for learning or studying, some are mnemonic devices, some resemble problem-solving heuristics, some are mapping and structuring tactics that use key words or other cues detected in reading or listening, and some involve the metacognitive processes of comprehension monitoring or hypothesis generating and testing while learning.