The major objectives of this research were to examine the association between students’ thinking styles and the preferred learning environments constructed by teacher interpersonal behavior. Furthermore, this study aimed to examine the relationship between teachers’ thinking styles and the preferred learning environments constructed by teacher interpersonal behavior, investigate the effect of teachers’ interpersonal behavior on students’ thinking styles in learning, and study the contributions of students’ thinking styles to learning achievement. This study found that students’ and teachers’ thinking styles could predict the preferred learning environments constructed by teacher interpersonal behavior, the learning activities provided the opportunities to train students in the use of their teachers’ preferred thinking styles, students’ thinking styles and learning achievement were related. Furthermore, the results of this study showed that students ' thinking styles changed in all classes of experimental groups, with teachers ' teaching in teaching being the main factor
For example, a child’s language skills may develop further through a teacher ‘modelling’ the way in which certain words should be used and pronounced, and the child absorbing the information via the teacher’s use of the language, and the child then using the new language skills correctly in the same or a different context. Another important part of Vgotsky’s theory is scaffolding which is extremely important for children with SEN. In scaffolding support is given to children until they develop unto being able to carry out activities and attain a level of independence and knowledge. The scaffolds or support is removed gradually piece by piece. Example is how the scaffolds of a house are removed gradually until the completion of the house when it doesn’t need them anymore.
During these peer interactions, the teacher can see how the children organise their learning and how they deal with challenges. Play also presents a number of opportunities for learning, whereby engaging with the pupils in their interaction the educator would pick up ways of how to extend their play and assess their learning in a more formative and indirect manner. Moreover, we also found that it is more effective to see the children in their naturalistic setting without being obtrusive, hence informal observations are key as not to disturb the children’s ordinary routine. Observing the children’s guardians could also be a window towards finding out what motivates the children to learn, Maccoby
a teacher. The zone of proximal development is based on the idea of comparing the skills and abilities that can be obtained by the child on his or her own, with those that can be achieved with support from someone else who is more skilled. It doesn’t just have to refer to a teacher; the ZPD can be further developed through peer and parental interaction. Vygotsky’s style of teaching and learning is used within many approaches to learning for children with special educational needs. This type of support is known as ‘scaffolding’; where children develop into being able to carry out activities, and attain specific levels of knowledge, the support can be gradually removed, step by
Wright outlines a fair discussion about critical thinking intending to guide the teacher to help children to ‘think through situations where the answer is in doubt’ (2002, p.9). Throughout this chapter Wright pioneers critical thinking has a ‘practical value’ for social education, that it could help children grasp subject content in a profound and meaningful way. Examples of how to teach critical thinking are included throughout this chapter however, the lessons overlook other views of critical thinking as a process of developing skills and sub-skills. Wright (2011) generalises that critical thinking involves questioning from the higher end of the cognitive domain according to Blooms Taxonomy; ‘analyses, synthesis and evaluation’ (2002, p51). Meanwhile, Facione (2011, p. 6), who also supports critical thinking for social education, suggests skills such as: interpretation, analysis, evaluation, inference, explanation and self-regulation are developed as a process when teaching critical thinking.
5.0 Conceptual/ theoretical Framework The conceptual framework are two types of approaches being practiced by teachers which are Communicative Language Teaching (CLT) and Grammar Translation Method (GTM) depends on teachers. Both approaches have different effects for the competency in speaking. Students gain high competency in speaking with the practice of CLT approach, but low competency with GTM approach. The study asses into the activities conducted in class and lesson presentation from teachers by practicing CLT. Data gathered through the classroom observation and interview and being analyzed based on the conceptual framework.
There is collaboration, communication and equal interaction amongst students and teacher instead of teacher exclusivity. The pros are that students learn important communicative and collaborate skills, directing their own learning, asking questions, independent task completion and are more motivated in the learning activities. The cons are that classrooms might often be noisy, difficulty in managing all student’s activities at once, important information or facts may be missed due to instruction not being delivered at once and preference to work alone for some students. The curriculum The central goal for instructors is to develop a curriculum that develops instructional materials and activities that promotes the maximum growth within the learners. Multidimensional area of investigation that allows the students to explore, discover and make their own choices.
Case Study Taking this as the central idea, maths teacherswe???? designed class lessons that asked students to use their intuitional knowledge and comprehension about percentages and proportions to relevant problems. Real and conceivable settings were developed that we hoped would connect with students’ familiarity and would motivate them to be involved in problem-solving behaviours. Most significantly, we hoped that classroom dialogue (of both students and teachers) would demonstrate and support self-regulating
This type of work can be problem solving or investigational work which can be carried out by students individually or can be carried out collaboratively (Kyriacou, 2007). Active learning requires students to do meaningful learning activities and think about what they are doing *REF PRINCE*. Active learning is often contrasted to the traditional lessons, often referred to by teachers as ‘chalk and talk’ where students passively receive information from the teacher. A study was carried out by Benware & Deci (1984), to test whether students who learned through active learning would be more motivated than those who learned through passive learning. Results of this study showed that… .
The teacher then proceeds in giving support to the students at different levels as they practice. This is known as scaffold support and it is the second stage. Students then gain the ability to be able to read independently while utilizing the comprehension strategies that are available. It is known as the independent application phase and it is the last phase. The framework proves to be important and helpful as students interact between the phases through dialogue between themselves and the