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).
The process begins with the equilibrium which is thrown off by a new experience. The brain then tries assimilation, putting into mind by force, or accommodation, trying new ways to absorb knowledge. This leads to the new equilibrium/schema. (instructor, ch.2 notes) Children construct their own schemas through hands on experimentations and exploration. (instructor, ch.6 lecture
John Dewey’s Educational Theories in Use Today John Dewey (1859-1952), was an American philosopher, psychologist, and educational reformer. Dewey’s three theories on education were; education must engage; education must be an inspiration; education is an interaction and social life. According to Dewey, in My Pedagogic Creed (1897) he states “To prepare him for the future life means to give him command of himself.” Dewey was believed that the student must take a hands on approach to learning and make a connection to their life. By allowing the student to take that approach the student is allowed to make a connection in their life which will aid in the learning. In a time where you have various ways to gain the education and knowledge are we still using the foundational elements Dewey wrote about in My Pedagogic Creed (1897) and The Child and the Curriculum (1902)?
I will identify practices I found to be valuable and those I thought could be improved. During this section I will discuss the Letters and Sounds and the Sounds-Write phonics programmes. I will then reflect on the practices of formative assessment that I have observed being used, highlighting the good points and offering suggestions for improvement for practices I thought were not very effective. Finally, I will conclude my essay and will determine how formative assessment may support pupils’ learning in early reading. Overview of formative assessment Assessment within the education system is an important process and serves many different purposes.
There are four different types of VARK learning styles, Visual, Aural, Read/Write, and Kinesthetic. The VARK Learning assessment aims to determine the best way an individual learns, but can also be seen through as an individual’s personality, and behavior in everyday life. The VARK learning style assessment has assessed this student as a kinesthetic learner. Now that we know this students learning style we can go over the Kinesthetic Learning Style, this type of learner is known as the active learner. She learns best not from explanation or direction; but from simply just doing it.
Cognitive Behavioral Intervention Approach Michelle Walker Grand Canyon University: SPE 558 February 3, 2013 Cognitive Behavioral Intervention (CBI) Approach There are several types of interventional strategies with approach techniques that are utilized for managing a learner who is diagnosed with emotional behavioral disorder (EBD). However, these interventional approaches that are being utilized for managing a learner’s behaviors in the school setting, the final goal of these interventions should be that these learners are capable of managing their own behaviors outside of the school setting. On that note, CBI self-management strategies are considered to be proven effectual methods for the purpose of providing applicable and significant support for diagnosed EBD learners. Advocates of CBI affirm to the mutual relationship between thoughts and behaviors as a cognitive content of their approaches. According to Yell et al., (2009) when employing Cognitive Behavioral Interventions (CBIs) the learners have engaged in self-management, self-control, self-monitoring, self-evaluations, and self-reinforcement (Yell, Meadows, Drasgow & Shriner, 2009).
Introduction to Cognition Paper University of Phoenix PSY 390 Esther Siler-Colbert February 28, 2011 According to Gregory A. Kimble, learning is a relatively permanent change in behavior that is the result of practice and reinforcement (Olson, 2009). Learning happens anytime a behavior is affected by stimuli, reinforcement, and punishment for a long-term period of time. Although Kimble’s definition is disputed within the psychological community, researchers seem to agree that learning must be gauged by observable changes in behavior (Olson, 2009). Among the many definitions of learning widely accepted by psychologists, there lay common threads and rejected theories. The following is an analysis of learning, including different types of learning, behavior’s role in learning, and the relationship between learning and cognition.
Comparison and Contrast of Behavioral and Cognitive Theories Key concepts/unique attributes Both B. F. Skinner and Albert Bandura believed behavior is the result of what is learned from experience (Corey, 2009). Whereas Skinner believed environmental influences control people, Bandura believed people are goal-oriented and have specific intentions and purposes. He believed the basis for learning is observing others. Traditional behavioral theory is based on the concepts of classical and operant conditioning and that learning produces behavior (Corey, 2009). Inappropriate or abnormal behavior results when learning is based on maladapted learning, or learning as a result of maladaptive reactions.
Kolb’s Learning theory Kolb (1984) offers an experiential learning cycle, based on the learning models of Lewin, Dewey and Piaget. The core of Kolb's four-stage model is a simple description of the learning cycle which shows how experience is translated through reflection into concepts, which in turn are used as guides for active experimentation and the choice of new experiences. Kolb refers to these four stages as: concrete experience (CE), reflective observation (RO), abstract conceptualization (AC) and active experimentation (AE). They follow each other in a cycle. The cycle may be entered at any point, but the stages should be followed in sequence.
Learning Style Inventory Paper Jennifer Lomibao Teaching and Learning Strategies-HSN540 Mary Dowell PhD, RN, BC March 26, 2012 Learning Style Inventory Paper Learning style refers to the unique way an individual prefers to learn. This reflects an individual’s predisposition to implement a particular learning strategy despite the specific demands of the class. It is worth noting that the learning styles are conventional modes used to process information by individuals. Because individuals have a unique way of perceiving, organizing, and retaining information, it is imperative that educators effectively design and implement teaching methods that enhance learning to these diverse learners (Billings & Halstead, 2009). Studies show that students perform better in the classroom when their learning styles match the instructional methods implemented by their teacher (Farooq & Regnier, 2011).