The CAPS strives towards a classroom environment where learners are able to work as individuals as well as part of a team. Constructivism states that learners should participate in cooperative learning so that they can be able to learn from their More Knowledgeable Other (2016:61). The CAPS promotes the use of different communication methods in the classroom in order to teach efficiently. In addition, teachers should make use of visual, symbolic and language skills simultaneously. Constructivism promotes the use of technology in the classroom in order to support teaching (2016:98).
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
Brown et.al. (1989) defines ‘learning is a process of enculturation’ (p. 33) where end results are secondary. Another salient element that aligns with the theory is the significance of interactions. As mentioned above, situated cognition employs some form of social interaction like collaborative learning. It also encourages the cognitive apprentice approach where reflective practices of learner (learner-self interaction) and the interaction between the learner and the facilitator are crucial, similar to my personal lens.
Differentiation, with respect to instruction, means tailoring it to meet individual needs of the students. Teachers can differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction. Teachers differentiate the four classroom elements based on student readiness, interest, or learning profile. (Tomlinson 2000). Differentiated instruction can be known as an organizing framework in teaching and learning which calls for a major restructuring in the classroom and syllabus, if done in the proper way, its benefits will transgress the costs.
First repertoire, which is talk for everyday life is obviously being applied in any classroom. It support everyday human interaction and help students to develop, explore and utilize transactional talk, exploratory talk and so on. Learning talk provides students with not only factual answers but also allows them to narrate, explain, evaluate and many more. Teaching talk involves teacher in rote (where I drill any ideas facts and routine through repetition), recitation (recall or test what is expected to be known by using short question or key point), instruction (give order to student and tell them what and how to do; lab tutorial, project etc) and exposition (imparting information and explaining). The last repertoire (classroom organization) allows teacher to make use of five ways of organizing interaction.
The process involves four major steps: attention, retention, reproduction, and motivation. In a classroom setting, students with externalizing behaviour observe their peers’ habits and can model those habits to reflect theirs. They also examine the effect of Observational Learning Theory and imply that social interaction as advocated by educational philosophers Piaget and Vygotsky assist students with externalizing behaviours not only learn from their peers but also, they can learn through interaction in the learning environment. They further suggest when students with externalizing behavior are given the opportunity to teach their fellow students they may acquire a sense of belonging, responsibility, and pride. Vygosky’s Zone of Proximal Development using principles of the guided learning theory asserts that students learn
Evidently, Emdin’s claims validate Mrs. Hamma’s teaching style when students are respected in the classroom, able to engage with others from different communities, gain a hybridized identity, attain the ability to code switch effectively inside and outside the classroom and improve their position in the country for the future. According to Emdin’s definition, Mrs. Hamma’s teaching style is respectful towards students, which leads to enjoyment of education and respect toward others. Emdin affirms that in the classroom, “It is imperative that students neoindigenous dialect and culture are respected” (182). When Mrs. Hamma teaches her students how to show respect towards all, Emdin’s take on effective teaching is seen. For instance, when she expressed, “Didn 't he do
The results will be improved attention to detail, increased comprehension and prolonged problem solving skills. One way to challenge learners in the classroom is through the use of Bloom’s Taxonomy. According to Heather Coffey (2004), Bloom’s Taxonomy can be used across grade levels and content areas. By using Bloom’s Taxonomy in the classroom, teachers can evaluate learners on multiple learning outcomes. Within each level of the taxonomy, there are a number of tasks that move learners through the thought
They also should be similar to real-world situations so meaning is a primary objective. Furthermore, task can be completed in class, which would be known as pedagogical tasks, or beyond the classroom, which are named target tasks. Learner-Centered Instruction is explained in terms of techniques that are applied in the classroom and focused on the students. Overall their main target is to make the student the creator of their own process. In this sense they account for student’s needs and goals, give some control to decide in certain occasions and let him innovate as much as possible in order to generate a sense of worthiness and
They analyze their peer’s behaviors and take into consideration the outcome of the said behavior before imitating it. As mentioned earlier, the students were able to experience activities that aided them in understanding the lesson. In line with Gestalt-Field theory, the students were able to learn due to their experiences and perceptions. Since they also utilize essentialism as one of the their educational philosophies, they were able to associate and correlate the old topics with the new ones. The students incorporated the newly taught lessons with the old and established