Learning strategies represent the behavior and thoughts, which occupies a student during learning. Learning strategies are the techniques used by students to test the new material to develop, organize and / or to understand and influence self-motivation and feelings. The use of mnemonic devices can be seen as one type of learning strategy. Learning strategies can be divided into several categories as under: - 1. Rehearsal strategies (For example, repeat items in a list, highlight the text of an article)
Information processing theory supplies the scaffold theory which is also a cognitive theoretical framework that focuses on how knowledge enters and is stored and retrieved from our memory. Cognitive psychologist believed that processes influence the nature of what is learned. They considered learning as largely an internal process, not an external behavior change. They looked into how learners receive, perceive, store and retrieve
How people process and store data is essential during the time spent learning. Blueprint - An inner learning structure. New data is contrasted with existing psychological structures. Construction might be consolidated, stretched out or adjusted to suit new data. The information frameworks of psychological structures are effectively developed by learners in view of previous subjective structures on account of learning dynamic digestion and convenience of new data to existing intellectual structures however in the event of inspiring learners to set their own particular objectives and propel themselves to learn.
The basic concept of learning is based on this theory. The mental processes as they are being influenced by either intrinsic and/or extrinsic factors, which eventually results in learning acquisition of an individual. Knowledge systems of cognitive structures are actively constructed by learners based on pre-existing cognitive structures. The teacher facilitates learning by providing an environment that promotes discovery and assimilation/accommodation. The cognitive processes are: observing, categorizing, and forming generalizations about our environment.
Kolb & Kolb (2008) defined Experiential learning theory as the process whereby knowledge is created through the transformation of experience, Knowledge results from the combination of grasping and transforming experience. According to Kolb’s ELT model, grasping experience portrays two dialectically related modes of grasping such as Concrete Experience (CE) and Abstract Conceptualization (AC). On the other hand transforming experience portrays Reflective Observation (RO) and Active Experimentation (AE). According to the four-stage learning cycle depicted in Figure below, immediate or concrete experiences are the basis for observations and reflections. These reflections are assimilated and distilled into abstract concepts from which new implications
1.1 Describe how a learning support practitioner may contribute to the planning, delivery and review of learning activities. The learning support practitioner may contribute to the short-term planning of learning activities of the class. Since the support practitioners get to spend more time with a child, or a group of children who need extra help, they would give inputs about how to adapt the lesson to meet the needs of everyone. The support practitioners may also get involved in the delivery of learning activities by working with a child, or a group of children who need an additional support.
Mostly through simple presentations regarding the basics of the lesson. It could be potentially said that multimedia was under used to better provide examples and learning to the students. For example, incorporating multimedia into discussing risk management (one of the unit subjects), what could potentially happen and how you could prepare in advance would certainly help the student better understand the content they’re working with. Assignments While working on assignments, some better pre-done examples might be beneficial to the course room learning.
For a teacher to be successful assessors, a deep understanding of assessments needs to be developed, and the following questions are able to be answered: why do assessments; when to do assessments; and how to assess in ways that have an impact on students learning in a positive way. Once a teacher has the knowledge to make meaningful decisions based on these questions, assessments that are planned, designed and implemented can be used to provide formative, meaningful information and support learning
One common approach is to compare students against their peers. But often it's more appropriate to base a judgment on a standard .This standards-based approach is particularly appropriate when the student must meet certain criteria in order to progress to the next course or be certified. 7. Evaluate the outcomes of the assessments. If students don't do well on a particular assessment, ask them the causes.
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
In the assumption of learning theory we are making assumptions about learning from different perspectives. From an educator’s perspective, we have made assumptions about the needs and readiness of learners, and assumed that there are best teaching and learning strategies for particular learners under particular learning context. Experiments and research have been conducted to validate the findings. From a learner’s perspective, the learners have assumed that they would be able to achieve the learning goals based on certain learning strategies, that suit their particular learning styles, and under