The primary point of this model is to allow students to create their own definitions and understanding. The Concept Attainment Model includes following steps: Step 1. Gather Data: Select and Define a Concept through the Concept’s Essential Characteristics Determine if the concept is appropriate and teachable according to this model. The definition should be clear, and the attributes should be identifiable. Determine those qualities that are essential.
- Kolb and Kolb (2005) describe experiential learning as a procedure of developing knowledge from an innovative pressure among the four learning models that is approachable to logical requests. This procedure is depicted as an idealized learning cycle where the learner encounters every one of the four modes – experiencing (concrete experience), reflecting (reflective observation), thinking (abstract conceptualization), and acting (active experimentation) - in a repeating process that is approachable to the learning circumstances and to what is constantly learned. The experiential learning theory suggests that the learning cycle shifts as indicated by people 's learning style and the learning setting in which they are
I believe learning is continual growth in the brain's functionality in which all social practices are contextualised. Learning is not the quickly forgotten stuff that is crammed into the mind, but an insatiable curiosity that drives learners to absorb everything they can see, hear or read (Rogers, 1983). Deep and lifelong learning happens when learner develops an ability to reflect on his own thinking, becomes a self regulated learner, and builds capacity to monitor and manage his learning. I believe learning is innate (Plato, 380 BCE) but it needs development and growth by the learner. The human brain has the power to think and construct new learning through the transformation of experience (Kolb, 1984) and social interaction (Vygotsky,1934).
Instructional planning is very important. Utilizing instructional planning means being knoledgable of the national, state, and local curricula and standards. It means using all resources, strategies, and data to meet the needs of all students. Another sub area that is very important would be differentiated instruction. This means providing students with content that challenges then and helps them to excel to new levels.
After completing the learning style inventory, I discovered that I am both an Active Experimentation (AE) and Abstract Conceptualization (AC) learner. Which makes a lot of sense based on my life experiences, I learn best when I am thinking and doing. I love to take my time on assignments and think about what I want to accomplish. Making sure to tackle a problem from various angles is always something that I naturally do. Once I figure out a strategy I apply the doing piece, trying and tweaking my approach until I have found an optimized route.
Psyc_6222_wk6_disc1.doc1/ 2 PSYC_6222_wk6_disc1Discussion 1 - Week 6 Vicarious Learning Vicarious learning is originally coined by Albert Bandura as he believed that direct reinforcement could not account for all types of learning (Friedman & Shustack, 2012). Vicarious learning is modeling and observation learning; it is a type of learning that comes from observing others’ behavior and adding that information to the possible repertoire of one’s own behavior (Friedman & Shustack, 2012). According to Bandura, vicarious learning can occur when the observer pays attention to an action and remembers the behavior that the observer can replicate the observed behavior (Friedman & Shustack, 2012). In the condition of observational learning, if a model
(1984) cited by Kolb A. Y. and Kolb D. A. (2008), that ELT is the method by which knowledge where gathered through various experience. And knowledge came from the product of grasping and experiences. Figure 1: Experiential Learning Cycle The said theory follows a sequence of stage where people gather their knowledge from the experiences, namely: Concrete Experience, Reflective Observation, Abstract Conceptualization and Active Experimentation. Concrete Experience- According to
Self-Regulated Learning – the degree to which learners are metacognitively, motivationally, and behaviourally active participants in their own learning process (Cleary & Zimmerman, 2004). Self-Regulated Learning (SRL) denotes investigation and theory that has appeared since the mid-1980’s showing that students, “ … become principals of their own learning processes” (Zimmerman, 1998, p.1). A self-regulated learner is someone who is keenly engaged in maximising his or her performance and aptitude to learn. It does not only includes using control over reasoning activities (metacognition), but also developing metavolitional expertise that enables the regulation of attitudes, environments and behaviours to inspire optimal learning results. The below two case studies explains the very beginning attempts and planning to elaborate the idea that helps the progress of mathematical understanding and self regulated learning in KS3 mathematics lesson.
SHALINI SHARICE MOODLEY 18011760 B.ED INTERMEDIATE PHASE TIMA 5111 MRS AMRITHA BRIJKUMAR 1. The theory of learning : Learning is the gain of skills or knowledge. Learning is a active process. It builds on prior knowledge (teaching.berkeley.edu 2016). There are three learning theories ; behaviorism, cognitivism and constructivism.
This was because of the significant challenges that I have to tackle in terms of time management, out sourcing a variety of teaching resources, and the level of creativity required in designing relevant activities and more flexible teaching methods. At the time, I felt the pressure and the challenges ahead, but also imagined the window of opportunity for improvements and creativity. Freire (1993) compared the narrative style of teaching and the practice of problem-posing education. Freire (1993)arguedthat the narrative style of teaching with the teacher as depositor of knowledge and the students as depositories leads the students to receive, memorise, and repeat mechanically narrated accounts. Freire (1993) described this as a banking concept of education, in which the scope of action allowed to the students extends only as far as receiving, filling, and storing the