The teacher and the learner have distinct responsibilities in the classroom that adds to the desired success of the teaching and learning process. This will be proven by analysing the Brain-based Learning Theory supported by Jensen, The Social Learning Theory introduced by Vygotsky, Scaffolding introduced by Bruner and parts of the Theory of Second Language Acquisition proposed by Krashen. The concurrence between the principles of constructivism and the CAPS and constructivism linking with the lesson wheel will also be discussed. The Brain-based Learning Theory is based on the fact that the brain is “designed to learn in a natural accordance” (2008:4) and that the search for meaning is instinctive for the brain. Brain-based learning is about
According to Dewey (Aedo, 2002), the key idea is that interaction and continuity are two core characteristics of effective teaching and learning gained through experiences. The characteristic of interaction highlights the importance of the dialogue and communication underlying learning; the continuity characteristic emphasizes that the individual learner must be viewed as the key design element in the whole process. In other words, instruction must be designed so that individual learner can effectively build on what he or she knows, and have sufficient resources and assistance to learn. Under the Principle of Interaction, factors that affect student experience include those that are internal to the student, and those that are “objective” parts of the environment. The students’ perceptions of, and reactions to, the objective factors are influenced by their attitudes,
It focuses on the teacher’s ideas; classroom practices to make teaching more refine and acquire a rich experience by amending the drawbacks. The paper further explores the underlying principles of a reflective teacher and endeavouring best to
Active learning is a set of strategies that motivates students to learn by their own with the help of Knowledgeable others. The following examples of active learning are being used in this study; discovery learning, problem-based learning, experiential learning, and inquiry-based instruction, think-pair-share, quick-writes, polling, cooperative learning, and student presentations. Another theory for which this study is also anchored is attributed to Frederick Herzberg the Motivation Theory. It is concerned with the processes that describe why and how human behavior is activated and directed. Motivated learners can learn almost everything.
Reflective teaching Reflective teaching has been one of the important tends in education since it helps teachers and leaners in problem solving and decision-making processes and it foster critical-thinking abilities. Study and learning of students comes from the different approaches, strategies and even methods and principles. Learning is said to be the change in the behavior of a student or a learner. Reflective practice is not just understanding of what is to be understood, reflection involves thinking about and critical analyzing our action’s and experiences. It help us in improving or learning and understanding.
As a pre-service training educator of early childhood education, I have been learning some educational philosophies and ideologies, theories of learning and teaching. By the hearing the term “philosophy” we can distinguish that is mainly concerning the theories of different philosopher related to education. Philosophy of education is concerned as the most important factor in the Child’s life. In the following essay, philosophy of education will be discussed. Firstly, philosophy is defined as an approach of learning which could be best attained and considered as a combination of different views accepted universally.it is mainly a set of different ideas and beliefs regarding the education which mentors the professional behavior of the teachers.
As the review of the literature has shown, there are a number of key skills which learners are able to employ if they successfully assume full control of the learning process. This section of the paper addresses these methodological aspects of self-directed learning, offering concrete ideas for teachers wishing to help their students develop these skills. To lend a degree of structure to the introduction of activities to help learners acquire these skills, four phases of a self-directed learning cycle were identified and are used as a basic framework. These have been developed and adapted from Holec’s (1981) account of autonomy and Chamot et al.’s (1999) strategy inventory: planning, implementing, monitoring, and evaluating. Planning Analyzing
(Vygotsky, 1978 : 86). Within the general cognitive heading, the cognitive developmentalists attribute these effects to processes outlined by scholars such as Piaget (1926) and Vygotsky (1978). Vygotsky’s (1978) work stressed benefits of collaborating with a more expert peer because what a student carries out jointly with another could be incorporated into his or her individual repertoire. Piaget’s work stressed the benefits of cognitive conflicts among students that expose students’ misconceptions and lead to higher-quality understandings. Work from the cognitive elaboration perspectives asserts that learners must engage in some manner of cognitive restructuring of new materials in order to learn them.
In this theory learning take place when new knowledge obtained or previous knowledge is modified. Environment, feedback, social interaction and some other factors are used to assist in the implement the learning process. Cognitive learning theory plays important role when we use education technology in learning theories. In the learning process through technology not only had potential to create different and unique learning environment but also effectual learning environment that promote learning the
It teaches students to manage their time in flexible ways to match individually needs and gives students increasing responsibilities for the learning process. Furthermore, it also teaches students to master learning objectives and encourage compatible interdisciplinary investigation. In this learning process, students are taught to solve problems, answer questions and formulate questions of their own through cooperative, collaborative and supportive learning environment. Moreover, in this learning environment, students are able to work on problems and projects under conditions that assure both positive interdependence and individual