The CAPS aims to establish knowledge and skills, that learners acquire, that are meaningful. Constructivism supports that learners should be dependent on learning from meaningful sources because it will ensure their proficiency with certain knowledge (2016:61). The CAPS promotes a procedure of learning that is active as well as critical. Constructivism states that learning should be an active process where the self-determination of learners is motivated and the purpose of the learners taken into account (2016:33). The CAPS strives towards a classroom environment where learners are able to work as individuals as well as part of a team.
Its purpose is to guide instructors in incorporating activities and discussions that will help learners understand how they learn, their strengths and their needs, and to better understand the learning process. Metacognition is the process of thinking about thinking. It is the process of developing self-awareness and the ability to self-assess. It is contemplation about one’s education and learning -- past, present, and future. Since adults are largely self-determining, helping them develop metacognitive skills is an essential element in any program intended to increase their autonomy.
However, she doesn’t accomplish her initial objective of attempting to explain why virtue theory is still applicable. She closes her argument with this statement; “Each theory has to stick out its neck and say, in some cases, ‘This person/these people/other cultures are (or would be) in error,’ and find some grounds for saying this,” (Hursthouse 587). It is easy to understand certain virtues aren’t cross-cultural, thus, making it difficult to identify a certain set of virtues that makes one moral. However, to use the argument that something does not fit our theory, therefore, we need an overarching statement to cover all loopholes is
In addition, an effort has been made to evaluate the transformative example of Six Sigma rationality in the advancement of SMEs and additionally to report clear improvement of practices through an orderly critical review. Author likewise gives definitions of SMEs with respect to distinctive countries like India, USA, Malaysia, Canada and some different countries. Author has likewise given the historical overview around Six Sigma and SMEs. Quality management society has generally been overlooked or given less imperativeness in the SME division, which is clear from the small literature. There is an absence of clear and SME‐specific strategies (for Six Sigma approach) for quality change and there are far less models for quality change in the SME segment.
The Rationale Feedback is closely related to learning and teaching theories making it a significant element in learning despite the theories that may be adapted. In the learning environment, the purpose of feedback may vary but the tutor is bestowed with the responsibility to provide positive reinforcement to encourage students’ applications of learning in new environments. With feedback, both the student and tutors get to a common ground where success in learning can be quantified. Literature Review From
It also encourages the cognitive apprentice approach where reflective practices of learner (learner-self interaction) and the interaction between the learner and the facilitator are crucial, similar to my personal lens. The function of context is another aspect of my personal lens aligns with the established theory where contextual learning is the key. Using authentic contextual experiences that are decided by learners drive the learning experiences in my kind of classroom. Finally, with regards to the role of facilitators, both views support that educators should provide guidance from reliance to gradually move to independent
A learning theory incorporates principles which aim at explaining changes in human performance, providing a set of instructional strategies, tactics, techniques to select from and the foundation for how and when to choose and integrate the strategies5. Learning theories offer insights into “what promotes learning effectiveness and how students learn”. Learning theories are based on principles that can guide effective teaching practice and facilitate deep versus surface learning”. Thus, to have the disposition that is required to be acquired by the learner, curriculum designers need to consider relevant and appropriate learning theories during curriculum design and implementation. The more learning theories are integrated in the curriculum design process; the more likely learners can be accommodated within the programme.
The concept of learning is changing from lecturers teaching to student learning. The assumption of this shift is based on students who are expected to improve their ability in enriching knowledge, attitudes and skills based on competencies in the curriculum. Thus, it can be said that student activeness is an indicator of meaningful learning. Meaningful learning is an approach in the management of learning systems through active learning ways toward independent learning. The ability to learn independently is the ultimate goal of meaningful learning.
Research in educational domain is likewise exploiting this advancement by highlighting all aspects of individuals which are worth the investigation and consideration for an effective learning to occur. This prompted researchers to pedagogically extend an operational definition for self-regulated learning. Learners are much more valued in the contemporary educational system in so far as their roles as the builders of knowledge are more gratified. SR is congruent with constructivism and learner-centered education. Self-regulated learning is in parallel with constructivist view of learning and teaching in that it puts learner at the epicenter of learning and construction of knowledge and, hence, it merits more heed in contemporary education.