The lesson wheel is also focused on the learner by means of the SMART task that is formulated according to the ability and proficiency of the learners. In the process of planning a lesson with help of the lesson wheel, the learners’ strengths and weaknesses are taken into consideration. On account of learners constructing their own meaning of information, the information that they have to deal with should interest them. The pertinent question is the part of the lesson wheel that grasps the learners’ interest and therefore it is possible for them to construct meaning from the lesson. Vygotsky introduced the concept of the More Knowledgeable Other (MKO) (2016:61) and hence learners do not necessarily have to gain knowledge from the teacher.
Bruner Piaget influenced Bruner on his research about Child development, he believed that learning is an active process and that learners need to develop their own knowledge and ideas using their current or previous knowledge. The effective instruction includes: • Personalized: instruction should relate to learner’s experiences that motivates the student to learn from within one’s self. • Content Structure: Content must be designed so it can be easily grasped by the student. He also called this aspect a “Spiral curriculum” building thinking and learning skills over time to make it deeper and more complex, builds on itself. • Sequencing: An important aspect of material presentation.
Third, there might be a relation between a vocabulary learning strategy and conscious actions that learners take to study new words. Ideally, in order to have a free chance to choose consciously the suitable strategy for oneself, learners should be informed of ‘good’, efficient strategies. This fact should be considered that, though a strategy which is suitable and works well for one student can totally fail for another and that for a particular learning situation one strategy happens to be better than
An alteration in the lesson plan, such as including or integrating arts during class would benefit the children as it would stimulate the different parts of their brains. After reading the articles, we learnt that as an educator, it is our duty to expose them to all of the different intelligences. This is because in Singapore’s context, many educators only address the verbal and logical aspects of learning while it is important to possess or at least, be able to be acquainted with the other types of intelligence. Thus, it is important to ensure that our children receive a holistic education in order for them to develop appropriately (Ministry of Education,
( Mobbs,2017) However, to be an effective learner you should also develop the ability to learn in other styles too. Kolb’s learning model is the most popular in use (Tumulty,2017). However, the learning styles of Kolb, Honey and Mumford ignore the differences in learning in different cultures. Effective training methods Culturally Responsive Teaching is an educational theory that recognizes the importance of including students ' cultural references in all aspects of learning (Ladson-Billings,1994). One reason acknowledging cultural differences among students is the idea that learning involves transfer of information from prior knowledge and experiences.
Personally, I think believe that identifying learning needs such as educational abilities, areas of difficulties and interest are useful in establishing the appropriate type of content and in achieving desirable outcomes. Based on such information, they aim at developing a course which can enable the learners to overcome their learning difficulties. Information about learning needs can determine the type of activities or teaching methodology that learners want to have. Therefore, considering such information may increase their motivation to take the course and enhance their progress. On the other hand, if the course does not organize to engage the learners ' interest or 'based on unsuitable or irreverent samples of language and units of description will have low motivational value for the students ' (Mackay & Mountford, 1978:10).
The Rationale Feedback is closely related to learning and teaching theories making it a significant element in learning despite the theories that may be adapted. In the learning environment, the purpose of feedback may vary but the tutor is bestowed with the responsibility to provide positive reinforcement to encourage students’ applications of learning in new environments. With feedback, both the student and tutors get to a common ground where success in learning can be quantified. Literature Review From
This means that the teacher of second language learners has to have more patience and also creativity to create interesting opportunities for learners to practise new skills without losing interest. The specific application of scaffolding and support during teaching second language learning would differ according to the ability and specific needs of the learners in each individual classroom. Walqui (2006:165) does however set out specific features that are involved and which are used when planning scaffolding and support. These features will be discussed in
Such teaching help students preserve their own societal identities and take part more perfectly in the target language interacting with more power over both intended force and result of their participations (Giles, Coupland, and Coup land, 1991). For that reason, researchers in the study area of interlanguage pragmatics have placed emphasis on the necessity to assimilate pragmatics in both second and foreign language teaching (Rose and Kasper, 2001; Bardovi-Harlig and Mahan-Taylor, 2003; Martinez-Flor et al., 2003; Alc ◌َ n and Martinez-Flor, 2005; Tatsuki, 2005). Despite the fact that a lot of linguistic experts disagree with thought that competence can be taught; others
It was urged and hoped that it would shift the focus of education from need of learning to love for learning; (NCERT, 2000) it would reduce anxiety and stress of the learners; it would assess the learners holistically and it would enhance the level of learning performance due to timely diagnosis and appropriate remedial intervention. Though it is widely discussed and largely implemented in the whole country, it is still in the experiment stage and keeps a large scope for improvement for yielding the best output. Syllabus has three key interactive constituents, viz. learning objectives, instructional activities and assessment, which influence each other in the learning process (Fig-1). The instructional activities include the methodology of teaching, classroom interaction, techniques, strategies and the teaching-learning materials.