Holistic teaching focuses on preparing the learner to meet any challenges they may face in life and within a work setting. They can learn about themselves, develop resilience and develop social and emotional development. A learner who feels confident and valued will be more able to absorb new knowledge and apply to real work settings and is more likely to continue their studies when they see it affecting them in a meaningful way. If as an assessor you are mindful to the learner as an individual and take into account their learning style and abilities it aids you in tailoring your teaching manner and methods that give all the best chance of success. It is good to show they are being stretched and challenged and evidence this in their feedback to aid their professional
It should provide them with feedback on their skill progression, motivate them to improve and contribute greatly to their overall development. It also guides the teacher, showing them both how and what the children are learning. This, in turn, enables them to adjust their lessons to account for all students in the classroom and self-reflect on their teaching practices for future planning. Given the wide
2. The Advantages of Treffinger Learning Model The advantages of applying Treffinger learning model according to Huda (2013: p. 320) are as follows: a. Make the students more active in learning and have confidence to speak their ideas. b. Develop students' thinking skills because it presented a problem in the early learning and provide flexibility to students to find their own solutions.
1.5 Kohn’s Student Directed Learning Theory Kohn’s student-directed learning theory is an approach to the classroom management which may be particularly effective in the modern classroom environment. Student-directed learning will keep students motivated and teaches them to cooperate with each other sharing responsibilities and functions within their community. Kohn believes that the ideal classroom emphasizes on curiosity and cooperation above all, and that the student’s curiosity should determine what is taught. "Skillful educators tap students ' natural curiosity and desire to become competent. In a learning environment, teachers want to help students engage with what they are doing to promote deeper understanding" (Kohn, 1997c).
Through these experiences students develop communication skills and self-confidence and gain and strengthen decision-making skills by responding to and solving real world problems and processes. Assessment of Experiential Learning Assessment is an integral part of the experiential learning process. It provides a basis for “participants and instructors alike to confirm and reflect on the learning and growth that has and is occurring.” Further, proper assessment methods engender a “reflective process that ensures continued growth long after specific learning opportunities have been completed” (Bassett & Jackson, 1994, p. 73). Without the “appropriate assessment tool, such as a self-assessment, the educator might not ever realize that significant learning occurred. Therefore, classroom educators should search for assessment techniques that measure more than just the ability to remember information” (Wurdinger, 2005, p.
In conclusion, motivation and affect should be improved within students in the classroom. In order to be successful, students must be motivated and excited to learn. Since improving motivation and affect is important, there are a set of goals and objectives to improve it. To achieve the outcome of improving motivation and affect, teachers should include activities that are interactive, fun, and include movement. In addition, to assess and evaluate the activities chosen, teachers should see if students look like they want to know more and if they are actively
The problem or research question. The children have different learning styles, and these are ultimately responsible for the various forms of action of students to the process of mutual learning The importance of considering learning styles as a starting point in the design, implementation and monitoring of the teaching-learning process in the context of educational psychology and teaching itself is generally itself, which mainly concerns the work especially military school teacher Tcrn. Lauro Guerrero. Research on cognitive styles has had great importance for the methodologies applied by providing evidence to suggest that accommodate teaching methods favorite student styles, can bring greater satisfaction of these and also improved academics.
To improve learning in higher education, the primary focus should be on engaging students in a process that best enhances their learning – a process that contains feedback on the effectiveness of their learning efforts. Education must be conceived as a continuing reconstruction of experience, the process and goal of education are one and the same thing. Dewey (1897) all learning is re-learning. Learning is best facilitated by a process that draws out the students’ beliefs and ideas about a topic so that they can be examined, tested and integrated with new, more refined ideas. Learning needs the resolution of conflicts between dialectically opposed modes of adaptation to the world.
Each part of the Conceptual Framework is essential and important to being an educator. Being a Reflective Practitioner means that the educator is prepared and knowledgeable in the content that is being taught. Some that is a Transformative Practitioner seeks to motivate students to learn and is creative with study materials. The Culturally Responsible Practitioner looks to all of the national, state, and local materials and standards to educate students. This individual provides order, commitment, and knowledge to students.
Self motivation beliefs These beliefs centre the student and allow for the completion of the forethought phase. Self-efficiency which in this case is students’ belief about their ability to learn a task (Zimmerman 2002) , is a key element in these beliefs. "Self-efficacy is extremely important for self-regulated learning because it affects the extent to which learners engage and persist at challenging tasks. Higher levels of self-efficacy are related positively to school achievement and self-esteem.” (Schraw et al, 2006) Outcome expectations can be regulated by the teacher for example, if a student can see how a certain task is relatable to how she will use it in the future she is more likely to want to acquire the proposed knowledge. Performance The performance phase is generally seen as two separate disciplines.