Generative Learning Generative learning is part of the cognitive view of learning and was developed by Merlin C. Wittrock. The concept of generative learning consists of creating meaning by structuring and organizing ideas in a way that an individual can retain the presented information. Wittrock states that in order for an individual to experience good reading (retaining information) is through “building relations among the parts of the text and between the text and what we know, believe, and experience.” (Wittrock, 347). The importance of relating reading and writing to personal experiences is that it allows a person to retain the information at a much greater rate. A key concept brought forward in the generative learning theory is that every …show more content…
An interesting discovery by Wittrock was that motivation by a teacher is only helpful when a child can link their comprehension of a new concept to their own efforts. The added praising following a student’s understanding of a new concept creates a continues interest in learning (Wittrock, 349). If a teacher does the opposite of this study and praises a child for times when they fail to fully grasp a concept but instead just repeat information they do not fully understand the child will be less likely to have future meaning-based learning. The issues brought forward regarding motivation and the generative learning theory highlight the importance of a teacher to regularly check that students are truly comprehending the information presented in class prior to giving them praise. Some great strategies to teat comprehension include asking the student to elaborate on the topic or give a unique personal created example for the …show more content…
An interesting discovery from this view of learning is that the mind is not just a sponge able to soak up every bit of information it is presented with. The generative learning theory allows one to realize the importance of creating meaningful learning opportunities in the classroom. If a teacher can allow students to be hands-on in the class a large amount of the time and the ability to create their own meaningful solutions to concepts presented in class, they will experience success in the classroom. A student needs to be able to make a unique personal link to the information they are present and themselves for adequate learning to occur in their mind. As a result, the teacher plays a key role in presenting students with different methods and opportunities for generation and improved comprehension of topics they may struggle with throughout their educational career or in any learning environment they may be presented with in
The mind improves as a student by the data we put in it and with this new innovation everything is only a click away. The brain works by the data we put in it and in the event that we barely put any data in it, wouldn't influence us to shrewd. Carr gives cases of creators, how they were previously and how they are currently. How they could have perused for a considerable length of reading and now they can't. They ended up noticeably apathetic.
In order to make connections to the previous lesson, students will recall information that was previously learned, such as the definition of main idea and detail, explain the ways to identify the main idea, and describe details in a story. Making connections to skills they have previously learned adds value to the content the students are learning. I will model examples, guide instruction, and allow students to collaborate with peers in order to support student learning until they are able to identify the main idea and describe supporting details on their own. There will be differentiated instruction and assessments for students on different learning levels. It is important to teach to the students’ learning needs in order to see progress in all students.
students and the typical high school student is the way kids learn in the classroom. Our goal is to take below average students and teach them in a real-world approach that will boost them up to an above average level. Students will learn through problem based learning which, “is an instructional approach where students learn by solving challenging, open-ended problems… [in] which students work in small teams,” (“Problem Based Learning”). This type of student centered learning encourages G.G.L.C. students to think problems through, and to be more self-motivated, independent students. One thing that will help with this type of learning is to have smaller class sizes with a cap of twenty students.
Emerson states that this drill learning does not replicate nature’s teaching since it educates students to remain the same as one another. Moreover, Emerson states, “Nature loves analogies, but not repetitions.” This means that the natural method of learning that schools should achieve produces like-minded students, but also students that think their own thoughts. Unnatural learning that we utilize today produces exact minded
I had made something of value” (Rose, 1989, p. 9). He had met his teacher’s expectation and that made him feel accomplished. On the other hand, if a teacher expects very little from their students, the students will slack on their assignments and tests and become lazy, knowing they will not be
The article concludes, teachers do not need to resemble their students in order to teach them; however, teachers must find ways to effectively relate lessons and themselves to students. The development of familiarity and awareness can create a better teaching experience and learning opportunities for students. Once material is more relatable and students are more engaged, teachers can then work toward assessing what students are actually learning in the
Looking at “Learning to Read
Time teaches these lessons to people as they experience more interactions. This illustrates that intensive reading in order to gain depth of knowledge does not actually give anyone wisdom, but rather the tools necessary for experience which then creates
Differentiation, with respect to instruction, means tailoring it to meet individual needs of the students. Teachers can differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction. Teachers differentiate the four classroom elements based on student readiness, interest, or learning profile. (Tomlinson 2000). Differentiated instruction can be known as an organizing framework in teaching and learning which calls for a major restructuring in the classroom and syllabus, if done in the proper way, its benefits will transgress the costs.
Psychologists have noted the significance of motivation in education because of the existing relationship between motivation and new learning skills, strategies and behavior [14]. According to Goral, factors such as the desire to solve problems, or interest in problem-solving skills, motivation and desire to succeed, a desire to please the teacher, etc., are all among the factors affecting problem-solving skills [15]. Adair believes that creative thinking improves in an environment where double motivation, feedback and constructive criticism (Creative Environment), exists [16]. According to Wertheimer, Mayer says: Facing difficulties, some people come up with smart ideas and offer creative solutions. However, it should be noted that it is not enough to solely focus on teaching problem-solving skills.
Lessons are designed according to students learning difficulties. Students’ prior knowledge is assessed through the pre-tests and interviews as assessment tools to inform the content of the lessons. According to Hodge (2010), the key component of an effective lesson is when the teacher understands and knows about the topic. As Variation Theory using learning study is collaborative in its nature, teachers gain more knowledge on the topic as they discuss and meet to share their past experiences about teaching the topic before proceeding to the
The more important the information the more likely the individual will be able to recall that information later. However, the meaning is placed on the information itself and not on how the information obtained, as with the behaviourist approach. Cognitive learning theories deal with the issue of how people process and store information to gain an understanding of themselves and the environment, and how their thinking and reasoning influence their actions and reactions (Henson and Eller,
The consequence of this can be a holistic style of teaching, which essentially encourages autonomy within the learners. However, as with every theory and model, there are advantages and disadvantages to using Gagne’s conditions of learning. The final edition of the book was published in 1985 so is considered out of date now, which could affect the reliability of the contents and model. This is primarily due to the rapid advancements in technology since the last edition was published. Another reason is that there has been a distinct lack of empirical evidence proving that this is indeed the best method of instructional practice since Gagne passed away in
School and teachers can influence the extent and quality of learning for all students. Teacher’s beliefs, practices and attitudes are important for understanding and improving educational processes. They are closely linked to teachers’ strategies for coping with challenges in their daily professional life. Educators have control over numerous factors that influence motivation, achievement and behaviour of students. They are turning around their approach into a focus on creating positive school climate and responsive classroom as part of holistic quality education based on child rights where there is effective teaching and classroom management, thus enhancing students’ learning experiences.
Schools are the second place after home where students’ behavior and future educational success are shaped. At schools there are many elements or factors that can influence the teaching and learning process that may take place. Rasyid (2012) stated that there are four perennial truths that make the teaching and learning process possible to take place in the classroom. If one of these is not available, there will be no teaching and learning process, though the learning process itself may still take place, they are: (1) Teacher, (2) Students, (3) Material and (4) Context of time and place. All of them are related to one another.