When examining the relationship between Philosophy and curriculum an educator will understand that Philosophy is one of the foundations of education. An educational philosophy is the approach to education. It incorporates the values and ideals that we want to accomplish. The curriculum is the diagram that encompasses the philosophy into the objectives of the lessons. In today’s world educators worry about lacking basic skills in Reading and Mathematics that our students are having and focus more on modern technology and having our students think out of the box.
Thus, it is crucial that the interactions and involvements that leaners are engaged in facilitate the learner in developing deeper learning and to enable the acquired learning be meaningful. Theories establish a path of articulating, reflecting and undertaking potential reinterpretation of practices and providing tools to engage in second-order reflection. The focus to develop theories is to provide evidence-based explanation to guide ongoing decision-making. Even though there exists a long tradition of examining the interaction between theory and practice, however, it remains challenging for many practitioners to understand how to weave theory and practice together. This is because it is not always that the assumptions made in andragogy would apply considering the nature of the adult learners.
Through reflection, I can focus my thoughts on my experiences, gain greater understanding of learning practice, become more aware of the knowledge and skills that I have developed, identify my strengths and areas for development, develop an action plan for future practice. Dewey (1938) states that while we cannot learn or be taught to think, we do have to learn how to think well and especially to acquire the practice of reflection. To use knowledge critically we do not accept the situation at “face value”. This requires the ability to look beneath the surface to see what may influence the situation, resulting in
The Non-Statutory National Framework for R.E. states that ‘RE provokes challenging questions about the ultimate meaning and purpose of life’ and in order to allow learners to consider and reflect upon these questions it is necessary to provide a learning environment where learners feel safe to explore and analyse a wide range of religions and concepts that will allow them to further develop their understanding of the world which we live within. Teachers could create a time at the end of the lesson and encourage reflection through their questioning; encouraging children to think about the questions they may have about R.E. Teachers could ensure this development of thinking skills through various strategies such as the use of talk partners to share ideas or asking children to close their eyes and think for a minute about any questions they may
Piaget and Vigotsky: Theory and Practical Applications Educational psychology investigates ways in which psychological principles can be applied to educational contexts, with an aim at enhancing learning and teaching quality (Duchesne, McMaugh, Bochner and Krause 2013 p xviii). While it is important for teachers to understand how to order subject matter and convey it to students, it is equally important that they understand how their students process information, and how students’ minds develop over time. This essay will give an overview of the theories of two of the most influential thinkers in educational psychology: Jean Piaget and Lev Vygotsky. It will go on to discuss some practical applications of these theories by looking at the work done by Michael Shayer in schools in Great Britain. It will be shown that educational psychology has helped create a much greater understanding of how children’s minds develop and that this greater understanding has led to tangible, ‘real world’ strategies for improving the way children are educated.
No matter how well designed the material, or instrument of delivery is, teachers must consider many relevant factors during implementation, and presentation of material; material and delivery must accommodate a persons learning style. Moreover, teachers must educate their students on learning styles and preferences, this will provide the student knowledge, which will enhance their learning and educational experience. Research continues to document, and show that students will enjoy learning, and will learn more when the material and teachers accommodate their learning styles and preferences. Much research has been conducted and published on how people receive and process information. Research has endeavored to ascertain and define how people learn in different environments, such as the classroom, and the work setting.
Also, if I do not consider the mood or sensitivities of the receiver of my message, its impact is negated. When training to be a teacher, I was always encouraged to be aware that some people learn better by listening, taking notes and reflecting, whilst some are stimulated by pictures, graphs and realia and others learn best by doing things and discovering for themselves. This is dependent on one’s particular modality, or sensory perception, whether it be auditory, visual or kinaesthetic (or a combination). As teachers, we were trained to be student-centred, which seems to correspond with the humanistic approaches of psychologists such as Maslow and Rogers, where “an individual’s behavior is best understood by trying to understand their world from their point of view” (Sanders, 2009:23), These ideas, and more, can be transferred to how one should behave and speak when working with clients, during an induction. One starts with the transparent aim that treatment will be at least partially successful and will thus utilize any means or methods with which to expedite that process.
Schon (1987) suggested that reflection is used by practioners when they encounter situations that are unique, and when individuals may not be able to apply known theories or techniques previously learnt through formal education. He identified two types of reflection; these are reflection-in-action (current thinking) and reflection-on-action (retrospective thinking). Schon talked about reflective practioners as being contemplative whose work involves intuition and insight. Using intuition to inform learning is known as ‘meta-cognitive’. This means using a more developed version of the cognitive or reasoning skills that we generally employ in learning.
We will also touch on the ever-changing assessment strategies that must continue to grow in order for these concepts to strategically aid student and teacher learning. In order to understand the true meaning of a multimodal system of learning we must also consider that just because there are new ways of teaching and learning this does not simply mean that we stop focusing on traditional aspects of literacy within our classroom. Linda Christensen touches on what she calls learning the “standard” without humiliation, where she states that students should not memorize standard rules of English “without asking the question of who makes the rules, who enforces the rules, who loses from the rules, and who uses the rules to keep some in and keep others out” (Christensen 176). The issue that many take with new forms of learning is that individuals may feel traditional modes of teaching will be long forgotten. Although multiliteracies focus on novel means in which students learn for example; computers, educational games, graphic novels, it is also about the content within
One most important tip is for teachers should educate themselves and learn as much as they can about intellectual disabilities. There are some techniques and strategies that teachers can also use to support children educationally. First teachers must recognize that they can make a difference in student’ lives by finding out what their strengths and interests are, focus on them, and create opportunities for success. Teachers must also be concrete as possible by demonstrating what they mean rather than giving directions verbally and tasks that are longer in steps should be broken down into smaller steps and provide assistance when necessary. As it relates to student skills, teachers should teach life skills such as social skills and occupational awareness and exploration by involving students in group or club activities.