Third, the Bruner’s Theory of Learning. In this theory, learners undergo the processes of acquisition, transformation and evaluation. Acquisition is the process of obtaining and assimilating with understanding new information better than a previously learned one. Transformation is the process of manipulating or utilizing the information gained to remove a difficulty or to solve a problem to which it is suited; while evaluation is the process of finding out whether the information acquired is appropriately utilized (Rhalmi, 2016).
Concept Check
Find the antiderivative or integral of the following:
1. ∫▒〖(3x+1) x^2 dx〗
2. ∫▒(√x+3)dx 3. ∫▒〖√x (2x-1)dx〗 4. ∫▒〖〖(2x〗^(1/2)+x+〖3x〗^2)dx〗 5. ∫▒(x dx)/(〖3x〗^2-2)
Fig.
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Subject matter and learning experiences must be provided that begin at the level of the learner. Therefore, it is incumbent upon the teacher to have a true realization of students’ prior knowledge. To determine where to start instruction, teachers should consider what students have learned in previous courses or workshops as well as the students’ personal experiences with the subject matter (Bhagavathula, 2016). However, readiness may take a long time. Hence, the teacher must bring down the level of simplicity of the lesson to the level of understanding of the learners so that they will be ready to receive …show more content…
In this study, the developed module is prepared to be a learner-friendly that is why the learning designs and the working activities used are simple that is within students’ comprehension level and follows procedural processess that makes understandable and learnable. The activities started from the basic concepts leading to a higher level of learning, thus, provide gradual development of the learners’ acquisition of skills. It can also be taken home, and students can continuously go through whenever they wanted to read. The learning theories of Bruner, Thorndike and Bandura meet the individual learning preparation and socialization needs of the students. With the student’s knowledge on the three learning theories, they are trained that whenever there is stimulus appropriate responses are expected from them, thus, required the readiness which would make them satisfied if there is a sufficient understanding of what they have acquired along basic information and knowledge of concepts leading to knowledge transformation and
The final, and possibility most challenging, component of the UDL is engagement. The chapter discusses leveled reading applications, such as Classical Comics and Start-to-Finish, encouraging readers of all levels to be active in the reading process. Interactive whiteboards are discussed as well as they can present information that can be interacted with, saved for further reference, printed for students in need and is user friendly. The chapter ends promoting the UDL principles and the technology that can help a teacher foster this environment into his or her own classroom and teaching profile.
Learning is a process that individuals face every day, whether it is in classroom, at work, or surfing the Internet, but each person has a particular style in which they prefer to accomplish this learning. An individual’s learning style is the manner in which that person finds learning to be the easiest for them, and while many individuals have a primary style, everyone uses all the learning styles in various combinations throughout their day and life.
Analyze the various processes within each of these three learning theories from a self-regulation perspective and recommend a strategy to use each theory in a professional situation in your specialization of psychology to enhance self-regulated learning.
Learning is defined as a permanent change in attitude or behaviour that occurs as a result of repeated experience (Sims & Sims, 1995). Understanding one’s learning style has many advantages as it can help one to identify the learning method or activities that can help to optimise the learning experience. It has been suggested that the importance of one’s learning style has been identified through studies and research on how one can maximise the potential for success and further learning development (Honey & Mumford, 2006). Learning styles are unique to each individual and are developed in childhood (Chase, 2001). We all have different personalities; therefore we all have preferred learning styles that suit us best. The way one learns depends on preference. Some learn by observing, listening and imitating others and draw conclusions from their experience. There are several factors that affect our learning style; for example, background, culture, religion and environment can have a major influence on one’s learning.
Schunk, D. H. (2000) Learning theories. An educational perspective. (3rd ed.) Upper Saddle River, NJ: Prentice-Hall.
As teachers we plan our lessons and think to ourselves, "my students are going to love this lesson and will be able to understand what I am teaching", but sometimes that isn 't the case. You may plan a lesson in hopes that your students understand but it doesn 't go as planned. Every student learns differently and thinks differently and because of this we, as teachers must learn to differentiate our lessons. This may require us to change the way we deliver our lesson, change the activities for our lessons or even change the wording of our material so students understand. In this paper, I will be differentiating a lesson plan based on student readiness, student interest and student learning profile for content, process, and product.
Theories play a vital part in our life. Thus, the Social Learning Theory and Social Cognitive Theory has a significant impact on our lives. Both of these theories emphasis on the developmental aspect of life. Social learning theory focuses on learning come from observation. Whereas, Social Cognitive Theory is more comprehensive and emphasizes on the process of triangulate reciprocal determinism: behavior, personal factors and environment. Additionally, "self-efficacy" is the core factor precise in the triangulate mechanism. These theories has implication in current life scenarios. A basic principle of Social Learning Theory is that people learn not only through their own experiences, but also by observing the actions of others
A. Behaviorism, constructivism and cognitivism are relatively common theories used in the classroom as ways to approach student learning. Behaviorism focuses on observable behavior, such as students answering questions correctly, or being able to follow directions to complete a task as instructed. Characteristics of a classroom that uses behaviorism might be memorization of facts, writing vocabulary words, or a token reward system to inspire the desired behavior and decrease undesired behaviors. Constructivism, as indicated by the root word “construct,” focuses on the construction of new ideas, or expanding on what is already known. Students in a classroom using constructivism as a means for learning might seem more actively engaged in the learning process; they often learn something new through applying what they already know about the content area, and exploring new matter to further their understanding. This type of classroom often uses hands on manipulatives to allow students to actually build, create, or experiment with what they are learning. A cognitivism approach to learning might be explained by the minds capacity to process information – such as how a learner might remember something, retrieve information, or store new concepts. Learning through this method often depends on how the student processes what the teacher is presenting. Classrooms using this approach might incorporate learning strategies that help students categorize and sequence information to assist with processing. Like constructivism, it can be an active style of learning.
[The students may not be familiar with some words like buoy and parasailing in the exploratory activity on day one. To support these students, a picture of these words will be provided for the students so they can understand where to place them on the number line. Also on the first day, the second part of the exploratory activity tells the students to write an equation to find the distance between two people in the activity. The provide support for the students who do not know what it means to write an equation, I will ask the students what they think an equation is. I will then tell them than an equation is something with an equal sign in it. The main support for learning on the second day of the segment is for the students to notice the position
This theory is concerned with how individuals learn large amounts of meaningful material from verbal/textual presentations in a school setting in contrast to theories developed in the context of laboratory experiments. According to Ausubel, learning is based upon the kinds of super ordinate, representational, and combinatorial processes that occur during the reception of information. He also explains that new learning or acquisition of knowledge is related to relevant ideas in the existing cognitive structure. Cognitive structures represent the residue of all learning experiences; forgetting occurs because certain details get integrated and lose their individual identity.
I have ensured that I meet my students’ science needs by assuring that the material needed to be cover in the class was covered. Furthermost, the students are able to learn from exploring, which is different from teaching the students how to and giving them the information needed. The students were still able to learn the material needed to be covered by discovering the content.
Building upon the learning climate within the classroom, it is vital for teachers to take the time to build relationships with their students, to develop a rappel and level of respect whilst getting to know students strengths and weaknesses as well as their interests. By taking the time to get to know students, teachers are able to cater to students likes and dislikes and levels of abilities through adaption of classroom materials and procedures (Campbell, Gilmore & Cuskelly, 2003) thus creating a more enjoyable and successful learning outcome.
Each of the three learning theories, Cognitivism, Constructivism, and Behaviorism, has worth and merit in my opinion. Yet, each one has its own unique qualities with one common factor, the learning process. It seems to me that the best teacher is one who would utilize all the theories of learning. However, if I look closely, I am most likely favoring one or two more than the others in my own instructional methods. I read the brief definition of these three theories and realized that I needed to examine a more in-depth explanation of each of them. The theory of cognitivism focuses on the mind of the learner
Simple approaches and flexible means are the key to effective learning. Monotony and regimentalized fashion of learning is usually not recommended for the growing minds to ensure that the minds remain open and accept more stimuli from the surroundings.
In microteaching session, our lesson is being implemented with the foundation of learning is fun, meaningful and purposeful, which is one of the pedagogical principles in teaching. Undoubtedly, lesson planning is the first step that allows teacher to prepare the activity that could develop pupils’ ability. As the newly implemented KSSR syllabus promotes, HOTS has been put under the spotlight in education field. Writing, which largely involves metacognitive thinking skills, should be promoted in order to cultivate HOTS in younger generation. Thus, teacher should diversify the varieties of activities in order to make sure that pupils’ endowment is fully cultivated and their interest in the lesson is maintained. According to Champkins (2003), the average attention span of a primary school pupil can be calculated using the rule of chronological age + I (minute). This is an approximation of the period where pupils are able to concentrate in an activity. Subsequently, teacher should make sure that the lesson is learner-centred and activities planned are engaging, appropriate and suitable for pupils to enjoy the learning process. As the target group of pupils is Year 4, we have tried to attract pupils’ attention through creating suspense and asked pupils to predict the following activity. By doing this, we hope that we will be able to arouse the curiosity of pupils on the topic. In the lesson plan, we have also included group work. According to Gorgon (2008), group work is effective in developing pupils’ initiative to think, contribute to the group, share and evaluate information as well as promoting pupils’ sense of cooperation. From this, pupils will not be only improving their communication skill, but they are also being provided with an opportunity to develop collaborative skills as a real life scenario is provided for pupils to interact with their partner and pupils in the process of