The important influence of behaviors on learning can be studied by the behavior that occurs after learning has been initiated or stored. Behavior and learning are codependent on each other. Behavior is observable, and this makes the process of learning more easily observable as well. The two types of behavioral learning have aided in understanding the concepts involved in improved learning through conditioning. These new realizations have been converted into the classrooms to better educate students.
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.
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.
Teachers need direction in order to meet academic proficiencies and to keep student’s interest (Laureate Education, Inc., 2010). After exploring several learning theories and strategies, my own teaching practices are most often modeled by several strategies and learning theories. The Constructivism Theory resonates in some of the techniques I am using in the classroom. Reflecting on student activities and the design my lessons ; I find students are most often engaged in learning activities that are student driven and lead to students constructing their own conclusions. Student often work at stations and learn through team building and planned movement.
Formative Assessment in tracking learner progress Formative assessment (assessment for learning) is engaged during a course or programme. This is the type of assessment used and it allows teachers to adjust targets and objectives to suit the student until they develop skills and become more confident. Formative assessment is usually informal (Formative informal) and can take place at any time during the teaching and learning process. Feedback from formative assessment will be beneficial to both student and teacher as it not only allows the student to recognize their success and look at areas for development but it allows the teacher to evaluate the effectiveness of their teaching and look to improve on future sessions. Formative assessment is often seen as being motivational as it can be seen as a review rather than an assessment.
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.
• Puts the person with learning disabilities at the centre • Does things with the person, not to them or for them • Understands the person's abilities, needs and interests • Seeks to find out what is important to the person from their perspective • Seeks to know what support the person needs to get the best out of life • Seeks to help the person make choices and decisions • Leads to changes which improve the quality of life of the person with learning disabilities • Is an ongoing process, not a one-off meeting. How do we know what someone wants? How do we know what someone needs? How do we know what interests someone? We find out through communication with that person.
Followed by two different types of learning, instrumental, and classical. Finally, we will conclude with the relationship between cognition and learning. When someone usually explains what learning is, the answer usually is described as the way to gather information, we way a person comprehends, or master’s something from experience or by his or her studies. Psychologist think that the common definition is vague and does not fully define the findings of scientist and observable behavior (Olson & Hergenhahn, 2013). Learning is used to assist in the process of adapting to his or her environment (Olson & Hergenhahn, 2013).
Class attendance facilitates learning in a variety of ways. For example lectures supplement reading assignments and classroom presentations present information differently than the text. Discussion and elaboration of topics provides current information that may not be found in the textbook. Hearing the comments and questions of other students can answer questions many students may have. Instructors can use class discussion to enhance critical thinking skills.
This then allows the teacher to amend the way in which they are teaching or what they are teaching to accommodate the results. It also gives students a way of identifying the areas they need to develop. The benefit of formative assessment is that a teacher can continually evaluate the learner and put them on the correct path if they are making mistakes. Summative assessments are used at the completion of a course. It is often formal and demanding and under controlled exam conditions.