Bruce Tuckman's Theory Of Behavior Management

Besides individuals’ experiences, Dewey gives space for social experiences as well. He believes that students’ interactions with others and the environment are crucial factors contributing to their learning. Dewey’s belief is further extended by Vygotsky’s (1978) model of Zone of Proximal Development. Vygotsky believed that collaboration with others helps one to complete tasks that one could not have done without assistance from and collaboration with others. The ZDP is the level at which learning takes place.

Other theories which underpins authentic assessment is Experiential Learning Theory by David Kolb and Situated Learning Theory which was theorized by Lave and Wenger. Experiential learning occurs by making sense of direct everyday experiences. Concrete experiences provide the information that serves as a basis for reflection. On the other hand, Situated Learning Theory is learning in the same contexts in which concepts and theories are applied. Research has shown that real-life applied activities and problem-solving activities establish a contextual setting for many lessons, providing motivation and encouraging curiosity.

Sociocultural theory focuses not only how adults and peers influence individual learning, but also, on how cultural beliefs and attitudes influences how instruction and learning take place. Vygotsky theory is children are born with basic biological constraints on their minds. Each culture provides what he referred to as ‘tools of intellectual adaptation.’ These tools allow students to use their basic mental abilities in a way that is adaptive to the culture in they which they live. For example, while one culture might emphasize memory strategies such as note-taking, other cultures might use tools like reminders or rote memorization. Vygotsky placed a greater emphasis on how social factors influence development, he stressed the essential role that social interactions play in cognitive development.

As per the department of health/natural board, “Mentorship is a role undertaken to facilitate supervise and assess students in the practice setting”. As stated by Anderson, L (2009), to provide learning and positive educational outcomes, the mentor should determine their own teaching and learning styles and they should incorporate a combination of different learning styles. The lesson plan is aimed towards many learning theories to suit a range of learning styles. Which brings me to the view of Keefe, J.W (1979), “Learning styles are characteristic, cognitive, affective and physiological behaviours that serve as relatively stable indicators of how learners perceive, interacting with the environment. The lesson plan is detailed out into two study sessions.

Here students are expected to develop certain kinds of conduct and character. The effects of the instrumental culture could potentially be isolative. In this culture patterns of success and failure are produced and learners are ranked. The effects of the expressive culture includes a potential for creating consensus by unifying students. Both expressive snd instrumental cultures could be useful in a curriculum model in order to understand the classroom

Additionally, I was able to lean on group members and lend support where needed. I felt secure knowing I could depend on them when I had little direction, and that gentle persuasion was reassuring. What I gained from this is to prepare myself for different scenarios in the classroom, and how I can use valuable tools like IBL to become skilled with knowing certain social policies and ways of approaching and utilising investigative techniques to come to a better understanding of clients I will eventually work with and help to guide in the future. It is favorable that I become part of an institute that encourages exploratory creative opportunities for growth and development and critiques inaccuracies in my submissions and gives me feedback accordingly. What I have gained from the Whakamata SW5.01 course has created a gradual maturation in a learning context and a slightly deeper understanding of the influences and history of social work in New Zealand and how far it has

Answer 1: Self-directed learners can diagnose their learning needs, plan-learning goals, identify human and material resources to assist them in the learning process, apply appropriate learning strategies, and evaluate the learning outcomes (Knowles, 1975). People who are self-directed active learners have a plan of action and a management strategy, they are eager to learn because they want to learn and that is the part of being intrinsically motivated. Below are some of the aspects of a self-directed, intrinsically motivated, active learner: • Self-management: An active learner thinks independently, tries to solve problems in creative way and takes decisions that will improve the overall performance. He/she plans the things in a systematic

Autonomy support concurs and accords, in a sense, with learner-centered approach to learning. Autonomy supportive teachers mould an environment redounding to student-dominated setting where learning and teaching works together for boosting confidence and resultant engagement in achieving success. Autonomy-supportive instructors provide choice, accord respect, encourage and confidence in their students, give a rationale for tasks and circumscription, acknowledge learners’ feelings, platforms and experiences, allow opportunities to take initiatives and do individualized work, purvey un-controlled informational feedback, eschew controlling behaviors, and preclude ego-involvement in learners (Gillet, Robert, Emmanuel, Lucie, and Sophie, 2011). Support of autonomy is considered as a dimension of teaching style which is realized itself in

According to Duffy (2004) it is important for the mentor to facilitate learning needs and assessment by giving the student the opportunity to reflect on their learning needs and assess themselves. It is also arguable that it is important for a student to identify their own learning needs and self-assessment but the mentor needs to adhere to assessment process in order to provide fair and accurate assessment (Walsh 2014). The most important role of a mentor is to assess the progress of a student accurately and identify the learning needs and problems which the student is encountering on a placement at an early stage. (Philips et al 2000). To assess accurately and holistically a mentor should be able to assess the student’s competency through measurable assessment tools and to do assessment process accurately (Embo et al 2015).

Formative assessments are on-going and provide great opportunities for teachers to gauge their instruction as well as student to reflect upon their learning. Formative Table 1. Comparison of the Phases of SCIS and BSCS Learning Cycle Model SCIS Learning Cycle Model BSCS 5E Learning Cycle Model Exploration Invention (Term Introduction) Discovery (Concept Application) Engagement (New Phase) Exploration Explaination Elaboration Evaluation (New Phase) assessments also provide great chance for students to apply feedback from the teacher and their peers to evaluate and make improvements to their work. Whereas, summative assessments are designed to unveil student learning