Three Learning Theories

In this academic essay, I am going to describe three learning theories out of the given other theories in detailed. The impacts on my facilitation are discussed with appropriate examples from my teaching experiences. Also, factors and issues that impacts on adult and collegial learning’s are discussed and how these theories can be influence my facilitation implications. I applied the below theories in my teaching and discuss similarities and differences of all theories in detail.

Kolb’s theory deals with the power of learning through experience. According to Kolb experiential learning theory, as the name suggests learning is defined as “process whereby learning is made through change of involvement. Knowledge results from the combination of

There are several factors/issues which facilitates learning. Learning is the process of adaptation and learning compared to the outcomes/content. Knowledge is not an independent element that can be acquired or transferred but learning is a process of transformation which is created over a period. Also, learning transforms the experience both subjectively and objectively.

An example of Kolb’s experiential learning (1984) is to reflect on their own videos of presentations and give feedback to self. After the observations what would be the action plans for the next presentation? It is the visualization of experiential learning? When the learners reflect on their own performance and come up with an action plan and areas of improvement for their next presentation.

As a facilitator I am sharing my past work encounters of my learners and breaking down their comprehension of practices from their nation greatly affected the arranging and conveying sessions in my class. Additionally, in view of their past encounters how their aptitudes can be changed and adjusted to New Zealand work place would enable them to work better and take in more in their work place. In a formal setting I analyse that learners understanding of practices from their country and delivering sessions in my class. In non-formal setting the skills can be altered and adapted to New Zealand work

I would also explore their balance of school, work, and their adaptations to the new surrounding in New Zealand. These bi-directional influences which are occurring at various levels of their environment would help me further strengthen my teaching implications.

My home country is a culturally diverse country is always a challenging. The demands and expectations for the teachers with the students and for the students with each other are always high. As a facilitator I need to understand the cultural background and their present scenario to increase the impact of my teaching. Outside the classroom, in a non-formal context the students are interacting with a diverse population on a day to day basis.

The main factor of Bronfenbrenner theory is Cultural awareness and adaptability.

In a formal setting first understand their cultural background and their present scenario to increase the impact of teaching. In non-formal setting explaining the concept of cultural adaptability outside the