Assumptions Of Learning Tasks By Jane Vella

In my reading, chapter one gave me some good information about assumptions and learning tasks. Jane Vella talked about assumptions in the first chapter and how the first assumption from learners arrive with the capacity to do the work that is involved in learning. Learners must be active, be engaged and held accountable for their learning. The second assumption is that learners learn when they are actively engaged-cognitive, emotionally, and physically –with the content. Then the third assumption follows closely on new content and can be presented through learning tasks (Vella pp 2-5).

In the assumption of learning theory we are making assumptions about learning from different perspectives. From an educator’s perspective, we have made assumptions about the needs and readiness of learners, and assumed that there are best teaching and learning strategies for particular learners under particular learning context. Experiments and research have been conducted to validate the findings. From a learner’s perspective, the learners have assumed that they would be able to achieve the learning goals based on certain learning strategies, that suit their particular learning styles, and under

It is an open question put to learners who have all resources they need to respond. Some learning tasks take place in the mind (cognitive), some in the heart (affective), and some in the muscles (psychomotor). For example, a nutrition expert might ask, “In light of the nutrition data and proposed decisions you have just read, which of these decisions do you see will be most difficult for you?” Your response might be, “The hardest part of all this is making my eating habits conscious. Therefore, because you are not searching for his answer, you are able to explore the meaning of what has just been read in the nutrition program and concluded the implications of that program for your life, in my personal context (Vella p