The teacher and the learner have distinct responsibilities in the classroom that adds to the desired success of the teaching and learning process. This will be proven by analysing the Brain-based Learning Theory supported by Jensen, The Social Learning Theory introduced by Vygotsky, Scaffolding introduced by Bruner and parts of the Theory of Second Language Acquisition proposed by Krashen. The concurrence between the principles of constructivism and the CAPS and constructivism linking with the lesson wheel will also be discussed. The Brain-based Learning Theory is based on the fact that the brain is “designed to learn in a natural accordance” (2008:4) and that the search for meaning is instinctive for the brain. Brain-based learning is about
(Ritualo, 2000). This work would serve educators, particularly in assessing students, Supervisors and Curriculum Planners to find understanding the outcome of assessment (traditional and authentic) on science appreciative and learning conclusions of scholars. Classroom assessment practices are based on teacher beliefs, training, knowledge and skills in educational assessment. Understanding teachers’ classroom assessment practices remains pivotal for informed educational decisions that can be made about students’ learning outcomes. The results of this study may provide valuable insights for understanding teachers’ classroom assessment practices and needs for teachers in and other parts of the world.
Similarly, this theory gave me insight to explore the aims of this study. By using this theory, I saw whether the students influence by teachers ' nonverbal behaviors or not. Furthermore, this theory provided students to learn through observation and modelling of the teacher wich supported me explore teachers ' nonverbal behaviors, students ' perceptions towards nonverbal behaviors and how do they influence learning English. Hence, Social Cognitive Theory provided major theoritical foundation for
Bloom’s Taxonomy provides an important framework for teachers to use to focus on higher order thinking. By providing a hierarchy of levels, this taxonomy can assist teachers in designing performance tasks, making questions for discussing with learners, and providing feedback on student work. This resource is divided into different levels each with Keywords that exemplify the level and questions that focus on that same critical thinking level. Questions for Critical Thinking can be used in the classroom to develop all levels of thinking within the cognitive domain. The results will be improved attention to detail, increased comprehension and prolonged problem solving skills.
Moreover, insights from various theoretical and methodological approaches for second and foreign language learning, such as humanizing pedagogy, critical pedagogy, and postmethod pedagogy have all influenced the perception of the learner as an individual living and thinking person who needs to be critically aware of his/her learning opportunity. What those scholarships (e.g., Freire, 1970; Kumaravadivelu, 2001, 2003a; Pennycook, 2004) are arguing for is that language teaching should foster an environment that enables learners to construct their own knowledge, determine their learning goals, and reflect on their personal experiences so that learners will be empowered as legitimate language users inside and outside the
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
The basic concept of learning is based on this theory. The mental processes as they are being influenced by either intrinsic and/or extrinsic factors, which eventually results in learning acquisition of an individual. Knowledge systems of cognitive structures are actively constructed by learners based on pre-existing cognitive structures. The teacher facilitates learning by providing an environment that promotes discovery and assimilation/accommodation. The cognitive processes are: observing, categorizing, and forming generalizations about our environment.
There are characteristics identified by Richard and Rogers (1986:71) “The primary function of language is for the interaction and communication function of language. The structure of language reflects its functional and communicative uses. The primary units of language are not merely its grammatical and structural features, but categories of functional and communicative meaning as exemplified in discourse.” The Communicative Language Theory means that teaching has to be student-centered. This suits the CAPS document because (2011: 8) “Learning to use language effectively enables learners to acquire knowledge, to express their identity, feelings and ideas, to interact with others, and to manage their world. It also provides learners with a rich, powerful and deeply rooted set of images and ideas that can be used to make their world other than it is; better and clearer than it is.
They also should be similar to real-world situations so meaning is a primary objective. Furthermore, task can be completed in class, which would be known as pedagogical tasks, or beyond the classroom, which are named target tasks. Learner-Centered Instruction is explained in terms of techniques that are applied in the classroom and focused on the students. Overall their main target is to make the student the creator of their own process. In this sense they account for student’s needs and goals, give some control to decide in certain occasions and let him innovate as much as possible in order to generate a sense of worthiness and
LITERATURE REVIEW What is meant by the term 'syllabus '? When to evaluate a syllabus, it is essential to keep in mind the possible definition of the term to provide a basic framework for evaluation. According to the Longman Dictionary of Language Teaching and Applied Linguistics a syllabus can be defined as 'a description of the contents of a course of instruction and the order in which they are to be taught ' (Richards et al. 1992, 368). Textbooks hold a cogent role in the teaching /learning process as they are the basic agents of transmitting knowledge to learners.