Constructivist Learning Theory. According to this theory, teachers should provide learners enough time to construct their own meaning when learning something new and make wait long enough after posing a question so that the student will have enough time to think about their answers and be able to respond thoughtfully. The above theories help provide more clarification about the concern and rationale of the study. For better knowledge and clarity, the researcher focused on the effects of personal tutoring on the learning performance of
In relation to Honey and Mumford’s learning style questionnaire I scored highest in the Reflector category followed by Theorist, Activist and Pragmatist respectively. As a reflector, after reading in detail the characteristics, strengths and weaknesses linked to my style I discovered many elements which will help me improve in the future learning environment. I prefer to spend time carefully examining and thinking over activities rather than expressing my opinion immediately. I enjoy listening to other people’s opinions, taking them into account and comparing them to my own when making a decision. An example where my learning style is portrayed strongly is when I am given an assignment to complete.
This, and so many other experiences, show that most abilities are learned gradually. We may favor some pulses of learning because they end up being highly useful or important, but this does not justify a blanket idea of learning like the one proposed by Welty. Important pieces of learning often occur in pulses, but the process of learning itself is better characterized as a continuous process. This becomes clear when we think about all the different kinds of learning that make up our childhood and later life as well. However, the truth behind both the ‘pulse’ and ‘continuous’ views of learning should motivate research and thinking about what it means to learn, and why it is so essential to human and animal
Self-determination theory (SDT) assumes that inherent in human nature is the propensity to be curious about one’s environment and interest in learning and developing one’s knowledge (Niemiec & Ryan, 2009). However, educators introduce external controls into learning climates, which can undermine the sense of relatedness between teachers and students, and stifle the natural, volitional processes involved in high-quality learning (Wroten, 2014). The theory identifies that students are intrinsically motivated to learn and that educators should capitalize on this desire when designing instructions. Further, SDT suggests that teachers can capitalize on internal motivation by supporting student curiosity and their desire for autonomy. If educators can find ways to support autonomous motivation in the delivery of instruction, then optimal learning can be achieved (Niemiec & Ryan, 2009).
Here, people understand things through reflection and by analyzing changing social patterns, which in turn influences their view of the world. In this respect, Rigoni recommended that the curriculum should take this approach to enable educators to understand the struggles students experience while learning and develop mechanisms that will streamline the learning process. The approach makes it possible for teachers to identify essential content areas that would benefit students and include them in the curriculum. It also reinforces the concepts and skills of self-disclosure, professional use of self, critical self-reflection, and narrative inquiry that would enable educators to develop curriculums that would make the learning process easy for students and improve the quality of educational outcomes. Moreover, social learning promotes the development of wisdom and intuition in students, which is vital for their understanding of the world.
But there are also those who learn better from other styles as well. For example, an interactive learner learns best thru verbalization. A kinesthetic learner likes direct involvement, and an olfactory learner is keen to use other senses such as smell and taste to enhance their learning. Learning styles therefore, need to be the center of attention within our educational aim. “It is important for teachers to know the
Learning Styles. Honey and Mumford associated Kolb’s learning model to four learning styles. The four distinct learning styles are activist, reflector, theorist and pragmatist. The Learning Style Questionnaire developed by them have aligned my profile scores as such:- Activist =12, Reflector =13, Theorist =11, Pragmatist =11. I do agree with the outcome of the questionnaire towards a longer extent as it suggests that my preferred learning style is an activist and it shows a lower preference on pragmatist while keeping a moderate balance between reflector and theorist.
Wallace proposes doing this by explaining education as “learning how to exercise some control over how and what you think. It means being conscious and aware enough to choose what you pay attention to and to choose how you construct meaning from experience” (Wallace 4). Wallace’s opinion introduces the concept that in order to be free from our self-imposed, perpetual state of irritation, we must exercise control in our thinking and make a conscious effort to direct out thoughts in positive ways. The contrast between the understanding of freedom and control would initially lead one to believe that they could not exist together, but the message of this essay is that you must have one in order to achieve the other. Suzuki seems to be hinting at a similar phenomenon.
The key to being successful in life, I think, is figuring out who you are as a person. Just as you should know your own strengths and weaknesses, likes and dislikes, you should also know which learning style suits you best. Identifying your preferred learning style sets you up for success by enabling you to work, learn and live to your full potential. While we all have an instinctive preference, or dominant learning type, no one is completely kinesthetic or completely auditory; everyone uses a combination. Knowing how you learn is important as it can enhance your ability to study and retain information more efficiently, and also leave room for improvement in areas that are not your strong suit.
So with these fears in mind, my goals are to practice creating lesson plans that include differentiation for students with special needs and to learn more about the identification process through observation and interviews. Conclusion In conclusion, after determining my own philosophy of special education I am better equipped to meet the needs of students with disabilities. Informed by this course, laws related to special education, and own beliefs, I have created an ideal classroom plan. I am also more aware of comfort level and fears in regard to special education. My goals for the future are to improve my ability to differentiate lessons and my ability identify students with special needs.
Knowing their needs is important to adapt the practices and to respect them as individuals. According to the author (Raymond, 2012), the perception of the students about the services they receive determine the outcome of the education efforts. For that, the teachers ' role is to guarantee that the student does not feel inferior, unequal, wich would be the negative conotation of the special education placement (Raymond, 2012). Instead of focusing on their difficulties, teachers should focus on reducing the gaps with more inclusive
M3: Explain how an awareness of learning style can aid personal development Learning styles is that the way person likes to learn and get information. There are three types of learning styles: Visual – Which is for the learners that like to have pictures or materials to work with. Auditory – Which is for the learners that like to record a lesson so they can ensure they do not lose any information. Tactile – Which is for the learners that like to do practical rather than theory. Learning styles are important as people can process more in their learning and if they do not informed then it would decrease their learning capacity.
Based on my experience, the one recommendation that I can make based off my learning style is to focus on the student’s needs and the environment. My instructional style is driven by hands-on activities and multimedia formats when teaching but that is a challenge when you are in a restricted environment. It would have been nice to have a bit more freedom when completing activities and socializing. Although, with the restricted environment I was able to complete activities with the student I just had to alter my instructional style a bit to fit both the student and the environment ‘s