The teacher and the learner have distinct responsibilities in the classroom that adds to the desired success of the teaching and learning process. This will be proven by analysing the Brain-based Learning Theory supported by Jensen, The Social Learning Theory introduced by Vygotsky, Scaffolding introduced by Bruner and parts of the Theory of Second Language Acquisition proposed by Krashen. The concurrence between the principles of constructivism and the CAPS and constructivism linking with the lesson wheel will also be discussed. The Brain-based Learning Theory is based on the fact that the brain is “designed to learn in a natural accordance” (2008:4) and that the search for meaning is instinctive for the brain. Brain-based learning is about
Similarly, this theory gave me insight to explore the aims of this study. By using this theory, I saw whether the students influence by teachers ' nonverbal behaviors or not. Furthermore, this theory provided students to learn through observation and modelling of the teacher wich supported me explore teachers ' nonverbal behaviors, students ' perceptions towards nonverbal behaviors and how do they influence learning English. Hence, Social Cognitive Theory provided major theoritical foundation for
o e.g. teaching science based on cognitivism or constructivism o e.g. teaching social science topics based on cognitivist or constructivist principles There are various constructivist methods of teaching that can be implemented in the class room to enhance students learning process. I will be sharing few of the methods that I will implement in my class room while having my tutorials. Prior to my tutorial, students would have attended my lecture on respective topic or lesson.
Next, classroom learning motivation where it refers to the motivation needed in classroom situation or any specific situation. This motivation could be influenced by factors associated with language class. He stated that both of this motivation is very operative but then it operates on individual at the given time
Teachers can reflect on each student’s level of achievement, as well as on specific inclinations of the group, to customize their teaching plans., after receiving this information. Assessment is used as a research to find out as much as they can about what their students know, and what confusions, and prejudgment, or gaps they might have. Continuing assessment provides day-to-day feedback about the learning and teaching process. Assessment can reinforce the efficacy of teaching and learning. It also encourages the understanding of teaching as a productive process that evolves over time with feedback and input from students.
Perhaps objectives are the directive factors for the course writers to decide on the instructor teaching and learning activities, it determines the formal and informal assessment methods as well as the evaluation techniques to be exercised. Well defined objectives will bring change in the knowledge, attitude and behaviour of the learners. In order to successfully address the four segments, you have to write SMART objectives. These objectives ought to furnish sufficient information to measure the learning outcomes. Similarly, it has to be realistic and gives you a leverage to tweak your teaching and learning activities based on you and your learner’s strengths, as well as the other external factors which is interrelated to your learning programme.
In the cooperative learning groups, students help and learn from each other, but most importantly, researchers believe that the teacher plays a key role for cooperative learning to be successful. According to Smith (1979) and Smith (1996), the teacher acts as an organizer/planner. He/she initially has to make decisions and plan the lesson: ensuring the lesson that is adapted to cooperative learning, identifying specific learning objectives that are academic, affective and social (Lee, Ng & Jacobs, 1997), and deciding on the group size that is appropriate for the lesson. Consequently, the teacher must determine the type of cooperative learning method to be used that complements the student learning outcomes and active cognitive processing of information during the lesson (Johnson & Johnson 1999). Some of these methods are: jigsaw, learning together, group investigation and student teams-achievement divisions to name few (Slavin 1982).
The job of the resource is to open the door to learning with respect to how the educator able to blend different types of learning styles that meet the needs of learners regardless of what type of learner they may be or what stage of learning process they are at. With this in mind, the educator must seek resources that are made available by the
We will search in dictionaries and it reveals that learning is “acquiring or getting of knowledge of a subject or a skill by study, experience or instruction.” An educational psychologist would define learning even more succinctly as “a change in an individual caused by experience” (Slavin, 2003, p. 138). Teaching which is implied in the first definition of learning, may be defined as “showing or helping someone to learn how to do something, giving instructions, guiding in the study of something, providing with knowledge, causing to know or understand.” Teaching cannot be defined apart from learning. Teaching is guiding and facilitating learning which enabling learner learns will determine your philosophy of education, your teaching style, your approach, methods and classroom techniques (Brown, H.G., 2007, p. 7-8). 2. FACTORS INFLUENCING LEARNING OF LEARNER DIVERSITY In Malaysia, students between the ages of 5 to 18 years are expected to learn in school with a heavy expectation on their shoulder.
(20) Driscoll (2005) defines constructivism as ―knowledge constructed by learners as they attempt to make sense of their experiences (387). The self that has already formed in us encounters new experiences and these encounters enable enlarging of our self. And the process keeps recurring in everyone‘s life. Constructivism is about having the students become active learners and for them to use their own creative minds while solving real life problems in a classroom environment. Research suggests that rote learning causes students to have difficulty working independently without an example in front of them.