Introduction Learning theories are the core guidance on planning the educational system. With the knowledge of the general principles,educators can manipulate their knowledge more efficiently to meet with diversity in learning circumstances. Theory by general definition is a the establishment and an explanation of the way brain acquiring knowledge. It is a sequence of a hypothesis that corresponding to each other which should be able to outline, clarify, predict or have control of the scenario. Learning theories defined as a description of learning and the approach towards the way a person obtain, assemble and use their skills and knowledge.
It encompasses other specialized models of adaptation from the scientific method to problem solving, decision making and creativity. Then the fifth proposition is “Learning results from synergetic transactions between the person and the environment”. In Piaget’s terms, learning occurs through equilibration of the dialectic processes of assimilating new experiences into existing concepts and accommodating existing concepts to new experience. Following Lewin’s famous formula that behavior is a function of the person and the environment, ELT holds that learning is influenced by characteristics of the learner and the learning space (Kolb and Kolb,
3.1) Theories of Behaviour Management Behaviour management is a tool, a system, generates learning environment to encourage positive behaviour and minimise the opportunity for negative conduct to occur. It is like modifying and change learner's action in a positive manner where the primary focus lies on maintaining order. Many theorists presented their views in their research work on the understanding of the nature of the behaviour BILL ROGER is an education consultant and author present his work on behaviour management, discipline, effective teaching, and stress management etc. and also lectures widely covers the topic to both the learner and the teacher for the challenges facing in leadership in educational premises. Bill Roger recommended
He asserts that every individual is unique, and thus should be supported by developing his/her talents and individuality by designing flexible curricula that allow for freedom of intellectual exploration. The study by Ertmer & Newby (2013) provides a comparison of behavioral, cognitive and constructivist approaches, and how they impact on learning. It explores how these theories provide instructional designers with instructional techniques that promote learning as well as provide a basis for intelligent strategy selection. Sorden (2005), explores multimedia cognitive theory of learning, specifically how to structure multimedia instructional practices among other cognitive strategies for active
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.
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.
Both behaviorism and social learning theory agree that experience is an important ground of learning. They also include the concepts of reinforcement and punishment in their description of behavior. Furthermore, they agree that feedback is important in promoting learning. Most of the principles of the social learning theory were developed by Bandura (Papalia, Olds & Feldman, 2007). Social learning theory believes that students learn by observing or watching and imitating other people.
Kolb’s theory deals with the power of learning through experience. According to Kolb experiential learning theory, as the name suggests learning is defined as “process whereby learning is made through change of involvement. Knowledge results from the combination of
The constructivist perspective challenges the traditional way of thinking about how knowledge is acquired as well as challenging objectivism, a concept central to the behaviorist view of learning since objectivism paved the way for the rise of a behaviorist perspective of teaching and learning. “In contrast, the constructivist perspective views knowledge as a form of mental representation, construction of the human mind” (Löbler, 2006, p. 28). Constructivism advocates that learning process is about memorizing information’s and repeating what teachers say. In a
It includes chapters that deal with relevant, contemporary aspects of the feedback process including peer feedback, online feedback, learner-centred feedback, feedback formulation, as well as feedback on specific skill areas. The various chapters present a blend of theoretical overviews, action research-based empirical studies, and practical implications. Therefore, the mixture of theoretical considerations, documentations, beliefs, experiences, materials, practices and advice are written with a teacher’s voice. There is sufficient evidence to support the selection of some of the methods of feedback in the treatment in my research, like, using scales in feedback. However, the volume needs to be tempered accordingly because it covers a range of maturities and language modalities outside the scope of my research, and it is not based on Japanese research.