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 general goal of the model is to improve the effectiveness of instruction through the identification and matching of individual learning styles with appropriate learning opportunities. It utilizes complex elements such as environmental, emotional, sociological, physiological, and psychological which affect an individual’s learning. The use of the learning styles model requires teachers to reorganize the instructional environment and instructional procedures to change from lecture dominated methods of teaching to flexible classrooms that facilitate several simultaneous approaches to
Piaget expressed the importance of enabling children to make process in their own learning as this is how children learn best. Regarding this, within the classroom learning should be student-centred and accomplished through active discovery learning (Ribaupierre 2015) For instance, the teacher's role is to facilitate learning by providing a variety of experiences, rather than direct tuition. Piaget emphasised largely on the discovery of learning which consequently teachers can apply in their education pedagogy by providing activities to promote actively exploring (Ribaupierre 2015 & Smith 2015). It essentially provides opportunities for learners to explore and experiment, thereby encouraging new understandings. As children will be encouraged to discover information themselves schemes will be used to enable to form a mental representation of the object or action of the information processed (Miller 2010).
They are thinking about their learning, and they're aware of how their minds are working to construct this new knowledge. They're using language to effectively communicate with one another, and they're learning in context as they engage in activities that teachers have carefully designed to be relevant to students in order to increase their motivation. We can apply these elements of constructivist theory right into our classroom teaching. Here are five principles of constructivist teaching identified by Brooks and Brooks. As we go through these principles, we'll also relate them to competency based education, both in terms of the iNACOL design principles and elements identified by CompetencyWorks.
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.
Any learning needs will become clearer, and a constructive way to tackle the outcomes will have to be developed accordingly. When seen from the students’ point of view, assessment for learning will assist in giving information and guidance. Each individual may devise his / her own plan for learning, managing one’s own pace of steps needed to take. Assessment for learning may be approached in various ways. These may include the
A constructivist view uses the learner's experiences and personal framework, such as memories, associations, feelings, sounds, experiences, rules acquired, and information collected, to help students learn how to actively apply knowledge, solve problems, and promote conceptual understanding. In the process, students can examine in more detail any incoherent or poorly formed concepts and beliefs and adjust them towards more refined and rigorously examined thinking. Teachers using constructivist approaches tend to challenge students with classroom projects and products that allow them to major (Brown, 1994) in areas of their own interests within a topic of study. Teachers also tend to present information across Gardner's multiple intelligence, so that the student's learning styles are consistently optimized. Closely related to a constructivist approach to teaching and learning is the importance of the social environment, peer interaction, and the learning from and with others.
It will enable them to check the different type of readiness to know if the people are actually ready for learning. Will also help educators to work towards ensuring that they promote students readiness to learn. 6.7 RECENT RESEARCH A study conducted in Massey University, New Zealand show that learning-related values can be used as basis for holistic model of organizational learning. The values which members of an organization beliefs are what shapes the organization and people tend to follow it making it the culture of the organization. It also showed that value can be a useful approach to measuring organizational learning and that development is needed in order to identify problems to learning in an organization and redefine the way this problem are
Secondly, I will talk about the Behaviorism theory according to Ertmer& Newby (1993) the fundamental key in the education process are stimulus and response. Additional, the learner need to recognize how the information and the useful information fitting together before they get into the knowledge. More than that, Behaviorism tend to teach the learner how to act in a different situation in different environments in a different way. However, the learning in behaviorism influences in the type and the quality instructional materials also, the stimuli and consequences inside the environment. In addition, the memory plays a role
The researchers of educational psychology focus on the study of learning processes, both cognitive and behavioral perspectives. Individual differences in intelligence, cognitive development, affect, motivation, self-regulation, as well as their role in learning can be understood with the focus on these two properties of educational psychology. This leads to a much wider understanding of how the concept and its affects work side by side. The field of educational psychology relies heavily on enhancing educational activities related to, classroom management, and assessment. These methods provide learning processes in various educational situations.