In the Educational Leadership article entitle “The Boss of My Brain”, authors Donna Wilson and Marcus Conyers examines the explicit instruction in metacognition. Researchers stated that “explicit instruction in metacognition puts students in charge of their learning.” It was also stated that “meta-cognition supports learning by enabling us to actively think about which cognitive strategies can help achieve learning, how we should apply those strategies, how we can review our progress, and whether we need to adjust our thinking.” I believe this a unique teaching tool for teachers to implement with their students. With the use of metacognition, students whether they are struggling learners or gifted can learn how to use a variety of cognitive strategies to help improve their learning.
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
The behaviour we observed is models. In social life, children encompassed with effective people like parents, siblings, friends, tv characters and teachers etc. They attract to certain people and encode the behaviour and later imitate the behaviour interest to them regardless whether it is appropriate or inappropriate for them. MEDITATIONAL PROCESS: it is referred as a bridge between traditional learning theory and cognitive approach. Bandura believes that individuals are effective "informative processors" and always anticipate the connection between their behaviour and its outcome and such factor involved in the learning process to evaluate if the new response is accomplished.
Being aware of my learning style and those of my students will make me a better educator. Since I will be teaching younger children I must be creative in ways to assess their learning style and be willing to take the time to get to know each one of
I was effective when it came to thinking out of the box. Students learn differently, so I had to develop and utilize different strategies and techniques to influence every student. Moreover, what works for one student may not work for another. Therefore, teachers have to be creative and adaptive with their
However, most probably my students are facing the level two, stage three and four. According to Kohlberg, at this stage they see morality as more than a simple deal that they can manage themselves. As their teacher, I can help them to identify ways to respond to the cultural rules and understand what is good and bad or right and wrong in a society. These can be taught to them through hidden curriculum. It might be difficult to make them understand all the rights and wrongs as their thinking might be affected by many factors around them.
To begin with, the social learning theory by Albert Bandura (1977) states that humans learn behavior through observing the environment. Meaning that either on purpose or not, a model might be a teacher of behavior by being observed and imitated. But as already said, these models might have an involuntary effect – Bandura states that all what it is needed is for a human to become “student” is to have an interest in certain behavior, be able to reproduce it because if not, there is no motivation to either retain it or want to show off. Children are more likely to fall into imitation because they are learning, forming their intellect and personality and so they focus in their surroundings. The interest to replicate certain behavior can have several reasons but in general it is more likely that children will imitate the people who perceive similar to itself (i.e.
Operant conditioning (also, “instrumental conditioning”) is a learning process in which behaviour is sensitive to, or controlled by its consequences. With human’s , operant conditioning is a good intervention to use in the classroom, or in learning new behaviours of any kind such as quitting smoking, drinking less, dieting, or exercising more. When we present humans with a motivating factor followed by immediate feedback the behaviour is more likely to be repeated and followed. It is a good strategy for learning because when students receive motivation and feedback they are more able to retain information due to affect in their stimuli. Operant Conditioning can be useful when applied to the workplace in several ways, from addressing how employees
He suggested that there are two factors concerning the development of the person, namely, 1) his/her actual development or what he/she can independently do without help and 2) his/her potential development or what he/she can do with the assistance of others (Berns, 2007). This exhibits one of the positive effects of peer pressure. Zone of Proximal Development (ZPD) was also present in this theory. ZPD is the place wherein the person and his/her helper will be able to meet halfway and maximize the opportunity of development and learning by working together on different tasks constructed in such a way that helps the person improve (Mercer & Littleton, 2007). The ZPD was in between what the person already knows and what he/she needs to know in order to advance his/her knowledge.
Furthermore, knowledge of success is extremely important as it serves to motivate a student’s future learning. However, it is also vital to vary the type of reinforcement given so that the behavior is maintained (p. 122-125). Vargas (2009) wrote that “teaching [is] designing circumstances that change the way others behave. Teaching deals with behavior. All behavior” (p. 5).