This paper will focus on the learning theory of adolescents, primarily middle school students. Learning Theory and its Importance Slavin (2012) states “a theory is a set of related principles and laws that explains a broad aspect of learning, behavior, or another area of interest (p .9). Applied to learning, theory encompasses a larger picture. It not only explains aspects of learning, but also includes emotions and cognitive behaviors and their influences. Teachers constantly have to make decisions that require much more insight than content alone.
WHAT KIND OF LEARNER AM I? One of the most prominent theories on learning styles is that by David Kolb, he proposes that learning is a cyclic process, it is whereby a student goes through a few stages that determines what learning style suits him best and how he likes to learn. In this essay, I will talk about David Kolb’s experiential learning cycle; I will explore the four stages of learning, his learner types and how my preferences relate to Kolb’s theory. I am a Diverger; therefore, I usually analyze a problem before giving my opinions. 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.
Final Paper: Bringing it all Together By Cynthia Rumph October 27, 2000 The Power of Feelings: Emotion, Imagination, and the Construction of meaning in Adult Learning by John M. Dirkx In today’s society, we have an increase number of adult learners that are returning back to school to pursue their degree or change career profession. Whatever the situation maybe, adult educators have learned that adult learners are not learning just from educators or institutions; Adults learn through life experiences, family, work, society and various cultural events. In my research paper, I will explorer the different theories of adult learners based on the viewpoint of John M Dirkx. John Dirkx reflects a focus on the nature of the self and the various ways we have come to think about and understand our senses of self, our senses of identity, and our subjectivity (Dirkx,1997). I will compare John Dirkx perspective to learning to Jack Mezirow who believes in existing frame of reference (their “habits of mind and points of view”, Mezirow, 2000, p.17).
A: I believe the current rigid system of evaluation de-emphasizes the learning process in favor of quantifiable results that can be analyzed by some machine, instead of truly allowing each student to live up to his or her potential. Paragraphs 20, 27 Literary Analysis Question Q: How does Mike Rose use his rhetorical strategy of shifting viewpoint from student to analytical observer to deliver an effective message about traditional education? A: His rhetorical strategy is extremely effective at connecting student readers to the text by empathizing with their problems while appealing to logos and the analytical standpoint of adults through his use of logic and evidence to support his
Theories of learning underpin teachers’ classroom practice. Critically examine two or more theories analysing their implications for classroom teachers. Introduction Theories of learning fill the pages of books related to education and classroom practice, with each one offering a different account of how people learn. One of the root causes of this variation in theory is due to the fact that each theory presents its own definition of learning. However, what unites these theories is their aim to provide a guide to strong teaching practice that will lead to an improvement in the knowledge of learners.
They learn to take risks within the classroom. Where the problem lies, however, is, as Pirie suggests, when teachers do not challenge students to think outside of their own opinion. Teachers have the responsibility move students beyond themselves, recognizing and reflecting back to students that “whatever personal identity any of us has develops within a matrix of circumstances outside our psyches…” (Pirie, 10) and that simply stating what one feels is insufficient. In doing so, teachers can use the English classroom, and the rich literary environment, to teach students about cultural and social responsibility, to show them that in literature, as in life, the actions and interactions between characters or people have real consequences. Most importantly, we
The research design will then be introduced taking into account the theoretical frameworks and the review of the pertinent research. In this presentation, the qualitative study proposed is to learn the impact of educator perception on the impact of professional learning communities on student performance will be outlined. This will be followed with a discussion concerning the limitations of this study as well as precautions taken to protect those involved with the study. Theoretical Framework Organizational change and socio-cultural learning theories inform this study because they contextualize the problems with universal curriculum frameworks. It is through these theories that we will gain more insight into the issues associated with school system-wide leadership (Knapp, et al, 2008, p. 35).
Each author draws attention to things about students that we often don’t pay much attention to. Brainology reveals more about how flexible the brain can be. Carol Dweck includes facts about students and their thinking process. The strong evidence that Gerald Graff provided us in “Hidden
(For full explanation on schemas, conservation, assimilation and accommodation and explanations of terminology see appendix 2). He put forward a theory of cognitive developmental stages and theorised that children would operate at a certain level/stage (this would also apply to adults in the Formal Operations stage). His particular insight was the role of maturation (growing up) in children's increasing capacity to understand their world: they cannot undertake certain tasks until they are psychologically mature enough to do so. He put forward a theory of 4 stages of development: Sensori-motor Birth – 2 years Preoperational 2 – 7 Years Concrete Operational 7 – 12 Years Formal Operational 12 Years and up (See appendix 1 for detailed description of four stages) Example of sensorimotor and contradiction of Piaget’s theory Children can be more cognitively skilled than Piaget recognised. For example, babies as young as four months appear to have a concept of object permanence and young children are capable of conservation if given meaningful context.
In the middle of the continuum are dialogic-enabling behaviors, which make possible a radical pedagogy. The features of this style are listening and respect, direction, character building, and authority. Yet discourse is dialogic not because the speakers take turns, but because it is continually structured by tension, even conflict, between the conversant, between self and other, as one voice “refracts” another (Nystrand 1997 page 8). The fundamental issues in a dialogic conception of instruction concern the scope of public classroom space for student’s voices and how various teacher roles and moves enhance, constrain, and otherwise affect the interpretive roles and therefore the learning of students. An example of Ms. Jansen classroom management would be bad dialogic instruction.