Essay On Lifelong Learning

In accordance to DeWalt et al (2004), the ability to acquire knowledge is of utmost importance as successful learning, subsequently prompts prosperity and wellbeing. Furthermore, an individuals’ capacity to acquire knowledge, in turn facilitates lifelong learning (Perkins, 2009). Lifelong learning begins in early life, and the home, educational and societal environments play an integral role in the development of a child’s language and literacy skills (Lingard, Nixon & Ranson, 2008). Furthermore, Thompson (2003) proclaims that a profound awareness of a child’s “virtual school bag” is imperative for efficacious literacy instruction as it encompasses “various cultural and linguistic resources” (The English Teacher Guru, 2012). Within all aspects of the curriculum, literacy is inherently associate with

SIC has three successive stages: “prepare, identify and elaborate” (Culican, 2007). In regards SIC (Culican, 2007), the mother in Transcript One (O’Neill, 2009) encourages the child to count the number of eggs, in turn preparing the child for the task ahead. The child begins to count the number of eggs, and the mother recognises and affirms the child’s accurate responses. Not unlike the mother in Transcript One (O’Neill, 2009), the teacher in Transcript Two (O’Neill & Gish, 2008) also endorses the cognitive learning process. In Transcript Two (O’Neill & Gish, 2008), the teacher uses the fable Jack and the Beanstalk as the catalyst for learning preparation. Initially, the teacher reads a short extract from Jack and the Beanstalk, and subsequently encourages the students to respond by expressing their perspectives on the information provided from the extract. The students begin to discuss their perceptions, and the teacher subsequently provides feedback, often further questioning or a definitive “yes” or “no”