Its definition has changed over the years. Higgins et al. (2007, p.13) define L2L as: a process of discovery about learning. It involves a set of principles and skills which, if understood and used, help learners learn more effectively and so become learners for life. At its heart is the belief that learning is
Observer 2’s report – Rengasamy Darseni Description of personal lens (personal theory of learning) I believe every theory offers a perception of learning, illustrating specific dimension. Each dimension is relevant to various stages of learning. Thus, my personal theory of learning takes an eclectic approach, with emphasis on elements that I feel relevant to my practice. I consider the following definition of Alexander et.al. (2009) conveys my view of learning closely: Learning is a multidimensional process that results in a relatively enduring change in a person or persons, and consequently how that person or persons will perceive the world and reciprocally respond to its affordances physically, psychologically, and socially.
In order to be an effective an educator in the 21st century, we need to replicate in the classroom the world in which students are living (The Innovative Educator, 2008). Students require a repertoire of competencies to function efficiently. Some of these competencies includes: learning skills, life skills and literacy skills. Since the world is continuously changing through different aspects, these skills are extremely imperative pertaining to its role in society. Therefore, when these skills are stimulated in the classroom, students would be prepared for the world beyond the school doors.
Learner Centered ideology incorporates both developmental and constructivist learning theories meaning children create their own learning experiences appropriate for their developmental maturity and according to their own pace. Important to realize, this places teachers in the role of a facilitator. Teachers must observe and analyze student needs and interests, set up the environment, and then flow between student and environment to assist student learning. Consequently, students are provided a carefully planned menu of activities that they can choose from. One element unique to learner Centered theory is that learning can occur any place or time.
Definition of a Learning Organisation The ‘Learning Organisation’ has a number of definitions by various theorists. A learning organisation is one which is open to change and development. Continuous learning by organisation members is vital in order to make a learning organisation work. Wick and Leon (1995) defined a learning organisation as one that ‘continually improves by rapidly creating and refining the capabilities required for future success.’ ‘Learning organizations [are] organizations where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to see the whole together.’
School is to be a place where education occurs based on principles of mental activity and on the processes of growth (Schofield, 2012, p. 146). Based on research and experiences, I have discovered that school is a community where the students become active members and making abstract transform to concrete. For example; all subject teaching should be based on reality and practicum skills. After mastering the skills, the student/students will then adhere to the real world to make use of said skills. Skills may vary from mastering how to fish to becoming a pilot.
Much of the research into pedagogy for using technology for learning advocates a move toward constructivist approaches. The essential core of constructivism is that learners actively construct their own knowledge and meaning from their experiences. They put forward eight principles as providing the essence of constructivist pedagogy, emphasizing the student's role in knowledge acquisition through experience, puzzlement, reflection, and construction. Pedagogy “is
The globalization of economic systems, rapid technological advances and society’s incremented prospects of teaching and learning have superseded past certainties with emerging and useful frameworks. Dynamic change has become the order of the day. Faced with the growing technologies of today, educational leaders need to understand the forces for change operating at three different calibers, namely; within the wider educational environment; within the school and education systems; and within individuals. Students have prospects to reflect on and analyze transformation in their organizations and systems utilizing a number of difference models and frameworks for rewriting, implementing and evaluating change processes and outcomes. When applied, these change perspectives are habituated to avail scholastic educational leaders to manage change ethically, compassionately and
This kind of learning promotes independence within the learner and helps in developing creativity. Therefore, I make sure that I revisit topics to enhance my learner’s knowledge. As Bruner [Ref.2] rightly said that learners use prior experience to fit new information into pre-existing models. Motivation is a very important factor in learning. Learners need to understand the reasons or areas where they can use knowledge and then only they can get themselves involved in thinking.
These learning qualities and changes have implications for both policy and practice. And there is much activity in the area of defining and articulating standards and quality and in developing strategies for gathering and reporting information on achievements and standards. In addition of these, teaching and learning performance begins in the teaching concerns of the teacher, particularly on the teaching management and practices in the delivery of the lesson [Kem-LeeKrause et al, 2012]. In this context, the teaching – learning process is challenged. On the other hand, quality education focusing on instruction as an indicator is being pursued through accreditation like the International Standard Organization {ISO], likewise the Accrediting Agency of Chartered Colleges and Universities of the Philippines {AACCUP].