A holistic view means that we are interested in engaging and developing the whole person. You can think of this as different levels, physical, emotional, mental and spiritual. It's the concept that the human being is multi-dimensional. In supporting learners to complete their chosen qualification if the holistic assessment method is used it enables learners to demonstrate several criteria from units at the same time. Holistic teaching focuses on preparing the learner to meet any challenges they may face in life and within a work setting.
Communication theory is a driving force behind instructional design. Instruction is designed so that its objectives can be properly communicated and received by the learner. Both the learner and the designer receive feedback about the instructional process. System theory System theory is an inter-disciplinary theory which consist a set of concept, construct, facts and terms which describe and explain the characteristics and phenomena affecting with any system. Thinking instructional design as a concept of system or ‘a set of interrelated and interacting parts that work together toward some common goal’ (Smith & Ragan, 2005, p. 24) Instructional designer should be aware of other system discipline.
This involves taking the information that your audience has to learn and changing it into material that is both meaningful and clear. As an instructional designer your work should help learners to see the bigger picture, which is accomplished by putting the various bits of information together in a coherent manner. In short, as an instructional designer your job isn’t simply to present people with information, but to help them make sense of it. What Duties Might I Have As An Instructional Designer? One of your primary duties as an instructional designer will be to identify the learning needs of students by working with subject matter experts.
Its purpose is to guide instructors in incorporating activities and discussions that will help learners understand how they learn, their strengths and their needs, and to better understand the learning process. Metacognition is the process of thinking about thinking. It is the process of developing self-awareness and the ability to self-assess. It is contemplation about one’s education and learning -- past, present, and future. Since adults are largely self-determining, helping them develop metacognitive skills is an essential element in any program intended to increase their autonomy.
As per the department of health/natural board, “Mentorship is a role undertaken to facilitate supervise and assess students in the practice setting”. As stated by Anderson, L (2009), to provide learning and positive educational outcomes, the mentor should determine their own teaching and learning styles and they should incorporate a combination of different learning styles. The lesson plan is aimed towards many learning theories to suit a range of learning styles. Which brings me to the view of Keefe, J.W (1979), “Learning styles are characteristic, cognitive, affective and physiological behaviours that serve as relatively stable indicators of how learners perceive, interacting with the environment. The lesson plan is detailed out into two study sessions.
By regularly reflecting on your perfor-mance, you are regularly required to make decisions, and by using reflective practice, you will be able to make those decisions in a more thoughtful and objective way. You can use it to identify any strengths and weaknesses you have so you can identify areas of im-provements. It gains you knowledge and skills in analysing your own performance as well as help-ing you acquire new skills for improvements. It encourages self-motivation and independent learning as it gives you responsibility for continuous improvement. It is a source of feedback and you get experience in giving yourself advice.
In accordance with Piaget’s theory, the learner interacts with objects and events available in the physical and social environment and therefore comprehends the objects or events using the process of assimilation, accommodation and equilibration. The learners, therefore, construct their own conceptualizations and use them to generate solutions to problems. This theory also suggests that humans create and construct knowledge as they try to bring meaning to their experiences. In the differentiated classroom, teachers should facilitate the learning process by organizing learning activities and using variety of aid material according to the level of students’ cognitive structure to enable them to construct knowledge through their
A learning theory incorporates principles which aim at explaining changes in human performance, providing a set of instructional strategies, tactics, techniques to select from and the foundation for how and when to choose and integrate the strategies5. Learning theories offer insights into “what promotes learning effectiveness and how students learn”. Learning theories are based on principles that can guide effective teaching practice and facilitate deep versus surface learning”. Thus, to have the disposition that is required to be acquired by the learner, curriculum designers need to consider relevant and appropriate learning theories during curriculum design and implementation. The more learning theories are integrated in the curriculum design process; the more likely learners can be accommodated within the programme.
Lastly, the teacher has to be able to engage with a variety of instructional strategies to ensure learners are guided and supported in a way that is beneficial to their learning of the new language. The teacher also has to have knowledge of how to create opportunities for practice and incidental
In this study, the instruction followed the criterial tasks of the K-12 Curriculum. The teacher was a facilitator guiding the learners to arrive at the meaning of a difficult word. While the teacher acted as a facilitator, the learners were involved in an activity of identifying the meaning of a difficult word using speed drawing and kinesics. Lastly, the learning strategies used in this study is akin to that of the K-12 Curriculum which is performance-based. Speed drawing and kinesics as strategies in improving vocabulary retention are characterized by direct participation of learners.