Situated Learning Theory

The information frameworks of psychological structures are effectively developed by learners in view of previous subjective structures on account of learning dynamic digestion and convenience of new data to existing intellectual structures however in the event of inspiring learners to set their own particular objectives and propel themselves to learn. Therapists say that as opposed to acquiring information from what's before us, we frequently learn by comprehending the relationship between what's new and old. Since we have an interesting point of view of the world, people can produce their own learning encounters and translate data that might be the same for another

A learner capability of problem-solving and understanding situation will be upgraded above their actual development because constructivist believes the cognitive structures that still in the process of maturing will mature after compromising with the guidance or with the participation with others. Social constructivism also believe motivation are from both intrinsic and extrinsic. Learner is motivated by their internal drive to learn and also as a reward for having the knowledge. Advantages of social constructivism theory towards learning are the learning process itself is transferable, where the learners build knowledge and able to bring the knowledge to other teaching sessions. Learner will have the ownership their learning in view of is

In the Educational Leadership article entitle “The Boss of My Brain”, authors Donna Wilson and Marcus Conyers examines the explicit instruction in metacognition. Researchers stated that “explicit instruction in metacognition puts students in charge of their learning.” It was also stated that “meta-cognition supports learning by enabling us to actively think about which cognitive strategies can help achieve learning, how we should apply those strategies, how we can review our progress, and whether we need to adjust our thinking.” I believe this a unique teaching tool for teachers to implement with their students. With the use of metacognition, students whether they are struggling learners or gifted can learn how to use a variety of cognitive strategies to help improve their learning.

The attention of students can be increased by using models that are viewed as competent, prestigious and similar to themselves. Through purposeful use of rewards and punishments, the motivational aspects of observational learning may be supported. These consequences, further, should shape the behavior of students when they are provided either to the learner or to a model. What basic assumptions/principles of this theory are relevant to instructional design? Specific assumptions or principles that have direct relevance to instructional design include the following: • The highest level of observational learning is achieved by first organizing and rehearsing the modeled behavior symbolically and then enacting it overtly.

But, for success in such acts, much time must be spent in the learning zone. These defined zones are a way of thought in which brings balance to one’s reality. When examining the role of followers

Metacognition is the process of thinking about thinking or being aware and understanding of one’s own thought process. As students and members of society, this still is critical to creating a high functioning world. For the individual, this provides a way to view past experiences and optimize successful ways of the past. As one continues throughout their education path, this skill is critical to creating a high function learning environment. Simply by looking at what was successful in the past, it becomes easier to develop assessments that are flexible to all learning styles.

Knowledge results from the combination of grasping and transforming experience." For this reason, discovery learning should incorporate real world situations and challenges. Using real-world examples and tackling real-world problems as teaching strategies in the classroom can make learning about important issues more meaningful to students, and it can help spark excitement in

According to David P. Ausubel, goal of learning subject matter and improve of presentational methods of teaching is important. His theory of meaningful learning regarding how knowledge is structured, how mind work to process new information and how educators can apply these ideas about learning when they present new material to learner (Gupta, 2014). This model helps educator to arrange and transfer information as meaningfully and effectually as possibly. Advance organisers provide perceptions and ideologies to learner directly. Cognitive structure deals with any kind of knowledge of a field is in our mind, how successfully it is organised.

Teachers can provide enough leeway for learners to participate and engage by creating an environment which is secure to experience and maneuver over their learning. Cultivating a milieu which is encouraging and motivating allow for experiencing and implementing skills and strategies more willingly and get feedback for establishing and if deemed necessary altering their strategies to learn more

• The design of the learning experience includes the possibility to learn from natural consequences, mistakes and successes. The Experiential Learning Process: A number of steps are involved in experiential learning that offer student a hands-on, collaborative and reflective learning experience which helps them to “fully learn new skills and knowledge” (Haynes, 2007). Although learning content is important, but experiential learning emphasis on the learning taken place through the process which is at the heart of experiential learning. During each step of the experience, students will engage with the content, the instructor, each other as well as self–reflect and apply what they have learned in another situation. The following describes the steps that comprise experiential learning as noted by (Haynes, 2007, para.

It is prepared for students to self-assess if they meet each criterion, a vital self-scaffolding technique. Not only that but most often the criteria are linked one another, hence they formulate the learning. Holton & Clarke (2006) highly recommends to empower the students to develop their own problem solving skills, with this in mind, the first process success criterion encourages students to analyse the question and get a greater picture before they start solving it. This is transferable skill that can be applied with any

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).