For instance, some students may be better visual learners while others are better at hands on activities. According to Walburg, “using a variety of teaching models” is an important technique when it comes to being an effective teacher. Therefore, incorporating various learning styles will let each student have the ability to learn in a way that comes most natural to them. “The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners” ( INTASC principles). Evidently, it is exceedingly necessary for an educator to be aware of the different styles that students process information and ultimately learn the material.
In accordance with Piaget’s theory, the learner interacts with objects and events available in the physical and social environment and therefore comprehends the objects or events using the process of assimilation, accommodation and equilibration. The learners, therefore, construct their own conceptualizations and use them to generate solutions to problems. This theory also suggests that humans create and construct knowledge as they try to bring meaning to their experiences. In the differentiated classroom, teachers should facilitate the learning process by organizing learning activities and using variety of aid material according to the level of students’ cognitive structure to enable them to construct knowledge through their
Introduction A theory of learning by J.Novack, “Meaningful learning underline the constructive integration of thinking, feeling, and acting leading to empowerment for commitment and responsibility.” This showed that meaningful learning is the key concept of the education, which students and teachers had to negotiate and integrate to know and fully understand the knowledge or fact. J.Novack, (2010), had also claimed that the central purpose of education is to empower learners to take a change of their own meaning making. Therefore, teaching and learning process has to take place to inspire, motivate, and suit the learners to construct their own cognitive to learn and make learning meaningful. This can only happen if the learners can relate new information to ideas the learners already knows. The learner became better or different from the others was based on the concept attainment of the new material and the quality and the quantity of the relevant knowledge that learners gained as meaningful learning.
Piaget expressed the importance of enabling children to make process in their own learning as this is how children learn best. Regarding this, within the classroom learning should be student-centred and accomplished through active discovery learning (Ribaupierre 2015) For instance, the teacher's role is to facilitate learning by providing a variety of experiences, rather than direct tuition. Piaget emphasised largely on the discovery of learning which consequently teachers can apply in their education pedagogy by providing activities to promote actively exploring (Ribaupierre 2015 & Smith 2015). It essentially provides opportunities for learners to explore and experiment, thereby encouraging new understandings. As children will be encouraged to discover information themselves schemes will be used to enable to form a mental representation of the object or action of the information processed (Miller 2010).
Acquiring knowledge or developing the ability to perform new behaviors usually takes place in school, particularly in the classroom. In order to efficiently provide learning and better understanding, arranging the physical environment and set-up of the classroom as well as applying interventions according to the participants’ learning needs is important. This study would serve as a basis for an intervention program basing on the participants’ learning style, thus breaking through the traditional way of teaching. This study would offer assistance to the clinical instructors and teachers in helping students become empowered learners by extending and promoting cognitive bridging techniques based on the seven intelligences. This would also aid
They are thinking about their learning, and they're aware of how their minds are working to construct this new knowledge. They're using language to effectively communicate with one another, and they're learning in context as they engage in activities that teachers have carefully designed to be relevant to students in order to increase their motivation. We can apply these elements of constructivist theory right into our classroom teaching. Here are five principles of constructivist teaching identified by Brooks and Brooks. As we go through these principles, we'll also relate them to competency based education, both in terms of the iNACOL design principles and elements identified by CompetencyWorks.
2.2.3. Formative assessment principles To apply formative assessment effectively in the classroom, teachers have to know about formative assessment principles so that they can optimize the opportunities for gathering evidence. In so doing, it helps improve students’ learning process. Black and William (1998a) “set out four main headings for formative assessment practice: sharing learning goals, questioning, self/ peer assessment and feedback”. o Sharing learning goals: teachers give students an opportunity to get involved in what they are learning through discussing and deciding the criteria for success, which they can then use to recognize proof of improvement.
It will enable them to check the different type of readiness to know if the people are actually ready for learning. Will also help educators to work towards ensuring that they promote students readiness to learn. 6.7 RECENT RESEARCH A study conducted in Massey University, New Zealand show that learning-related values can be used as basis for holistic model of organizational learning. The values which members of an organization beliefs are what shapes the organization and people tend to follow it making it the culture of the organization. It also showed that value can be a useful approach to measuring organizational learning and that development is needed in order to identify problems to learning in an organization and redefine the way this problem are
This model recognizes that the curriculum involves an active, interactive and reactive process that must encourage reasoning, experimentation and critical thinking between the parties involved. The teacher must expect, prepare for and allow an engaging encounter in an open interactive experience. With the process model, the same data will be taught to two difference groups which would involve two different experiences. This model is student driven and, rather than just involving downloading of information from the teachers side, can result in a more effective learning on the student
As part of reflective teaching movement, teachers are encouraged to conduct research in their own classrooms; classroom assessment and evaluation is an important part of such research. HOW TO CONDUCT ASSESSMENT Assessment to improve learning, focuses on how well students are learning what we intend them to learn. By establishing learning objectives, assessment methods are used to measure selected learning outcomes to see whether or not objectives have been met for the course of program. It can be done in four splendid stages. 1.