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).
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.
Piaget and Vygotsky, two of the major advocates for Constructvist theory, both explored factors that could help figure out how children understand learning at different stages in their lives. These theories give insight to the differences, yet also the links in learning, particularly in relation to how children gain their learning, and how their behavior may be affected. The learning theories presented; Behaviorism and Constructivism originated from two deep thinking schools of thought, which has lead to influence educators’ view in learning and teaching. Two of the major advocates of behaviorism were Skinner and Watson. They explored how children’s learning could be affected by changes in the environment that they learn in, and attempted to prove that children’s
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.
Introduction Enhancing learning for students involves more than just being able to apply general learning and teaching principles or guidelines. In Educational Studies 1: Classroom Learning and Student Development, we have been learned about how students learn. Most importantly, it involves inquiry-based activities which familiarize us with the roles of teachers in promoting learning and catering for student diversity and individual differences. Throughout the past lessons, one of the most influential, inspiring theories is the theories of motivation to understand and improve educational processes, which means helping our students see the true value of what they are doing and giving them reasonable expectation of success in achieving it.
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. The function of context is another aspect of my personal lens aligns with the established theory where contextual learning is the key. Using authentic contextual experiences that are decided by learners drive the learning experiences in my kind of classroom. Finally, with regards to the role of facilitators, both views support that educators should provide guidance from reliance to gradually move to independent
It is important that the teacher practice diagnostic assessment, formative assessment, summative assessment and informal assessment in the classroom so that it can be used throughout the learning process, so that the students are able to explore and use a wide range of assessment methods to monitor their learners’ learning and progress. Gibbs (2003) states that assessment has six main functions: 1. Capturing student’s time and attention. 2. Generating appropriate student learning activity.
This will certainly affect academic performance especially that ESL classrooms nowadays tend to be constructivist in nature. Schulte (1996) presents constructivism as a linguistic and educational viewpoint where students are enabled to come to learning situations with a variety of knowledge, feelings, and skills already within them. Learners construct understanding by making sense of their experiences and fitting their own ideas into reality. Similar to the schema theory, it would be hard to interpret a text if both word and world knowledge are
He emphasized that assessment should focus on helping teachers to change the way they use assessment results, they should improve the quality of their classroom assessments, and align their assessments with valued learning goals and district standards. Assessment of students is very serious because effective teaching decisions are based on the capability of teachers to know their students and to match activities with precise
CHAPTER ONE INTRODUCTION 1.1 Background to the Study Effective teaching is important to learning and teachers at whatever level will go an extra mile in preparing instructional activities and gathering instructional materials that are appropriate for a particular instruction. The products of teaching such as knowledge, attitude and skills acquisition are much dependent on the teacher’s effective teaching. Effectiveness of a teacher and students learning can be enhanced through the appropriate strategy adopted in a learning situation. The primary objective of teaching is to enhance meaningful learning. Ausubel (1968) defined meaningful learning as being thorough, well assimilated into cognitive structure and one that can be retrieved easily