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.
But a single score in traditional tests may reveal students’ different understanding of the subject matter and may show that they have employed different strategic processes. Sole dependence on tests consisting of response-choice items may lead to instruction that emphasizes recall of facts and the application of memorized routines or procedures. Cowie and Moreland (2015) in his book stated that for students to become discerning, classroom assessment needs to ensure students experience and exercise individual and decision making. It must be applied to their everyday life and used for a long life learning. However, if assessment requires synthesis of information, divergent thinking and evaluation, instruction is more likely to include activities that promote these skills.
The data put away in a memory in a sorted out, significant way. Here instructors and originators assumes distinctive parts in learning process. Instructors are facilitators for helping learning in association and arranging data in an ideal way. While originators utilizes propelled methods like analogies, various leveled relationship and help learners to obtain new data to the earlier information. Overlooking was specified as a failure to recover data from memory, it might be memory misfortune to evaluate information.
To improve learning in higher education, the primary focus should be on engaging students in a process that best enhances their learning – a process that contains feedback on the effectiveness of their learning efforts. Education must be conceived as a continuing reconstruction of experience, the process and goal of education are one and the same thing. Dewey (1897) all learning is re-learning. Learning is best facilitated by a process that draws out the students’ beliefs and ideas about a topic so that they can be examined, tested and integrated with new, more refined ideas. Learning needs the resolution of conflicts between dialectically opposed modes of adaptation to the world.
According to Wagner, humanistic approach is primarily a reaction to the two major views of humanity which are the Freudian perspective and the behavioral perspective thus humanitaristic approach is the “third force”. Humanistic approach highly gives emphasis to the individual that learning how to learn is more important than acquiring factual knowledge. Teachers can play their role in helping the students how to learn and their thinking gives emphasis rather than teachers’ teaching determination. Likewise, the Multiple Intelligence (MI) theory is also a very useful model for developing any systematic approach for nurturing and training learners and respecting their individual needs and strengths within a classroom setting. According to Emmer and Evertson (2009) multiple intelligence aids teachers in easily creating more personalized and diversified instructional experiences.
I would also like to provide continuous progress monitoring. Assessments like the Response to Intervention model (RTI) will better inform me of the student’s strengths and weaknesses. Then with this knowledge I can better adapt my instruction to continually meet the student’s needs (Hallahan et al.,
In contrast to Redl and Wattenberg 's theories about teachers; Skinner 's theory states that behaving students will continue to demonstrate positive behavior. The misbehaving students, desiring the positive reinforcement, will begin to behave appropriately. Redl and Wattenberg 's (1959) theories have contributed significantly to classroom management. Middle school educators can take several directions from those theories. Some of which are understanding group dynamics where one 6th-grade teacher established a rule that students must raise their hands to answer a question.
Introduction of these educational changes like school reform, teaching and teacher professionalism is possible through new curricula. In order to design , develop and disseminate this new curriculum we need a specialized development team but we must be aware that during the era of education reform, effective utilization of this new curriculum lies in the hands of regular teachers. By the actions that the educational system take, when it introduces this new curriculum, it can cause serious resistance to the changes. Resistance to educational change can be defined as students ' and teachers ' affective, cognitive and behavioral specific responses or acts of opposing or struggling with modifications because there is a vested interest in maintaining the status quo(Bemmels and Reshef, 1991; Van den Heuvel, 2009). Teachers resist change when it is introduced to them poorly, when it affects how they do their work, and when they don 't see the need for the changes.
This new approach to education depends on critical thinking. We must be consciously considering our existence amongst other people and nature. Problem-posing education will only succeed if the teacher-student relationship is amended (Freire 323). That being said, teachers must realize that they can teach and be taught while the students can learn and teach through current
Respond with a win-win structure 4. Follow-up A teacher will construct a consequence for the student based on the behavior and position the student is displaying at that moment. -A process The teacher has set consequences. The teacher will explain to the students the rules. When a rule is broken the student will already know what is the consequence for their misbehavior.