Theories of Learning Underpin Teachers’ Classroom Practice

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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. (Sotto, 2007: 126). The theories of learning are not engraved in stone and the strengths and weaknesses of each are transparent. However, it is the implications of these theories upon teaching that gives them a strong foothold within education. Theories of learning place learners in a particular position and depending on the theory, the learning either happens to the learner by an outside force or it is something they do themselves as a result of internal processes or practice. Whilst this is not the only way in which a learner can learn, the majority of learning theories aim to lead pupils to the stage where they can use the learning tools they have acquired on their own to create their own learning. Regardless of which theory of learning is being examined, it is essential that teachers enable an open and flexible approach to their practice. Each pupil has individual needs and slightly different ways of learning and it is because of this individuality that there will always come a time when learning theories fail to enhance any sort of learning. (Sotto, 2007: 127). This suggests that for there to be an effective use made of theories of learning they should be used simultaneously, drawing on the benefits and overcoming the limitations of each. (Sotto, 2007:
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