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Learning theories and their impact
Learning theories and their impact
Implications of learning theories in teaching
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Learning to long board is a much more challenging task than one might think; it requires coordination, balance, and skill. Throughout the learning process, how I thought about it and how I approached it changed a lot. In the beginning I thought longboarding was going to be easy, and take no time at all; very much to my surprise, I was extremely wrong. My first time, even standing on the long board, I had to have my friend who was teaching me hold my hands and pull me along. Even with his help I almost fell off four times in a five-foot straight line. After that, I began to have serious doubts as to whether or not I could do it. I was constantly terrified of falling, and if I lost my balance for even a second, I would get scared and jump off …show more content…
I found that when I reflected on my learning process that I incorporated the most elements from constructivism than any other learning theory. I used elements from cognitive constructivism, social constructivism, and critical constructivism. I used the zone of proximal development, part of cognitive constructivism to help me learn because I watched and learned how to long board by having someone who knew how to and was able to show me and guide me throughout the process. For example, Eddie would tell me how to do it, and help me stay balanced on the board until I was comfortable enough to try on my own. An aspect of social constructivism that I used was informal learning. We practiced outside my dorm on a strip of sidewalk that I normally wouldn’t associate with education. It helped me to practice outside because it was a new environment and it was probably safer than practicing long boarding down a hallway. The last aspect of constructivism I used was thinking of the social consequences that would occur if I didn’t learn how to long board or if I fell off the long board. Since we were outside, people were constantly walking by us and could obviously see us. This means that if I fell or gave up, then other people would know and could judge me, as I know I would have judged or pitied others attempting the same task. Because I didn’t want to be judged or pitied I made myself practice until I looked semi graceful while long boarding, and didn’t fall as
I am currently an English 160 student who is hoping to move on to the next course, which is English 161. I understand the requirements for English 161. It require students to explore a topic in some depth and conduct independent research related to that topic. Conducting research allows students to learn what it is like to participate in academic culture, posing questions about important issues and developing an argument in response to what others have said. It expected students to learn the most valuable skill in college, which is critical thinking. Students have to be able to read challenging readings. Although I still have problems with English, I think I’m qualified to move on.
Throughout the semester i only learned few new things but i did improve and solidify my skill of writing. Before my first year of college my skills have always undermined by other high school english teachers and with that came disappointing grades. I am writing this paper as a reflection of the semester and the progress i have made as a writer. I now understand many things that my high school teachers have done a poor job demonstrating and i am grateful that i decided to take my own route in my education instead of their syllabus. I entered the semester with anxiety that i would perform as i did before but i clearly outdid my own expectations by receiving top grades on my essays.
I was afraid at first; I had heard many over-exaggerated stories from people who had claimed foul play, on the part of gravity, while skiing. So naturally I was a bit skeptical, but Michael assured me that the best way to learn was to just go all out and try my luck on one of the many intermediate slopes. At the time it had sounded reasonable, so I did. I've heard it said before; "It's easier said than done." Whoever coined that one knew what he was talking about.
English has never been my best subject. Reading books can be exciting, but the writing aspect of English can be dreadful. Somehow, however, I passed all my advanced English classes with at least a B, and my teachers always considered me to be “above average.” My impartiality toward English shifted to an indifference near the end of my high school career; my indifference then shifted to appreciation. This appreciation is attributed to American Studies and Honors Writing, the most difficult English classes at Belleville East Township High School. American Studies and Honors Writing have strengthened my writing skills beyond what I believed possible. I still do not believe that I am the best writer, and English may never be my best or favorite
Going into this course, I felt that the reading and writing skills I learned in high school were very beneficial in preparing me for an English college course. In high school, I was enrolled in GATE and AP English courses. In these classes, I was assigned several readings and was taught to actively read by doing annotations. I was to summarize the writer 's main points, to write down my own opinions, or to connect it to any personal experiences. These annotations helped me understand the writer 's message better because I was able to break down the things the writer said and only focused on the important points. Then, I was also able to form my own opinion on that topic by deciding whether I agreed or disagreed with the author’s opinion. Moreover, I used evidence from the text to support my argument.
In freshman seminar, I learned so much that could help me out with any class in college, with maybe the exception of science. I acquired the knowledge of how to write a self-evaluation, a biography, and a resume. Critiquing myself in a self-evaluation is better than trying to watch myself in the mirror and fix my mistakes on the spot. Taking the time to write out notes and learn as I go helps me remember what areas I need to improve in. Even though I gained an excessive amount of knowledge from freshman seminar, I still struggle with writing papers due to uninspired high school classes and the inability to reach into expanded detail. An important subject that was greatly appreciated in freshman seminar was eating habits for dancers. Eating
Out of luck I found a wonderful father daughter team who began to give me lessons on a regular basis. My heart fell when the father first saw me jump and asked, “Where have you been? Do you know how high you would be going if we had been working with you since your Freshman year?” Still a little cocky, I just laughed and figured I would show them I could take what they were teaching and break that
for me. I tried riding it and fell the first time trying. I knew in my head that this was because of
Constructivism is a method that says students learn by building their schema by adding to their prior knowledge by the use of scaffolding (Rhinehart Neas). Because the students are basically teaching themselves new information, the teacher is there mainly for support and guidance for the students.
The acquisition of an education can be classified as a rarity in some countries as certain groups of people are forbidden from attaining one. However, the act of completing a regulated school curriculum along with the completion of high school can be personally beneficial and gratifying. As founding figure, Brigham Young once stated, “Education is the power to think clearly, the power to act well in the world 's work, and the power to appreciate life.” Regarding a personal curriculum, various obligations from community service and Individual Learning Plans to passing specific courses and common core skills had to be met and or completed. The accomplished goals and standards that were set for me as a student provide a concrete background in
Among many teaching styles and learning theories, there is one that is becoming more popular, the constructivist theory. The constructivist theory focuses on the way a person learns, a constructivist believes that the person will learn better when he/she is actively engaged. The person acts or views objects and events in their environment, in the process, this person then understands and learns from the object or events(P. Johnson, 2004). When we encounter a certain experience in our life, we think back to other things that have occurred in our life and use that to tackle this experience. In a lot of cases, we are creators of our own knowledge. In a classroom, the constructivist theory encourages more hands-on assignments or real-world situations, such as, experiments in science and math real-world problem solving. A constructivist teacher constantly checks up on the student, asking them to reflect what they are learning from this activity. The teacher should be keeping track on how they approached similar situations and help them build on that. The students can actually learning how to learn in a well-planned classroom. Many people look at this learning style as a spiral, the student is constantly learning from each new experience and their ideas become more complex and develop stronger abilities to integrate this information(P. Johnson, 2004). An example of a constructivist classroom would be, the student is in science class and everyone is asking questions, although the teacher knows the answer, instead of just giving it to them, she attempts to get the students to think through their knowledge and try to come up with a logical answer. A problem with this method of learning is that people believe that it is excusing the role of...
When I arrived at Yale during the fall of 2009 for my freshman year, I started my undergraduate career wanting to practice medicine. Also, I wanted to receive a well-rounded education in an array of subjects. To this day, the education I received at Yale inspires me to delve deeper into pressing issues within our society and utilize the information that comes from a diverse knowledge capital to create strategies and make informed decisions.
From the incident, I learned a lot about myself; how I want my actions to reflect what I want in life. I also learned how my actions could have had much more severe consequences than I received. I have always been a good kid – I make straight A’s (and some B’s), I have always been in involved in extracurricular activities in both high school and college. However, though I try to make my case for being a good kid and a good student, I did not justify the type of person I am with the decision I decided to make the night of January 16, 2016.
In my time at CCBC, I have had several instructors that I have either passionately liked or disliked. Some were a joy to work with, having a clear passion in their area of study and instructing with a contagious fervor; others had “by-the-book” grading policies, and would give me zero points for answers I would support with recent scientific journals from respectable sources if the aged and inaccurate book assigned to the class disagreed. While I may learn the most about a given topic from an enjoyable, energetic instructor, I learned a great deal about myself and the way I wish to interact with people from a teacher that I often couldn’t decide if I adored or despised.
Constructivism is a defined, when referring to the learner, as a "receptive act that involves construction of new meaning by learners within the context of their current knowledge, previous experience, and social environment" (Bloom; Perlmutter & Burrell, 1999). Also, real life experiences and previous knowledge are the stepping stones to a constructivism, learning atmosphere. (Spigner-Littles & Anderson, 1999). Constructivism involves the learner being responsible for learning the material and, not necessarily, the teacher (Ely; Foley; Freeman & Scheel, 1995). When learning occurs, the goals, values, and beliefs of the individuals need to be linked to the new data. Also, in constructivism, the person, who is taking in the knowledge, can somehow filter, amend, and reformat the information that he or she feels is important to the schema (Spigner-Littles & Anderson, 1999). A constructivist learner uses the creative approach to apply their own meaning to a topic using the social and cognitive circumstances around themselves (Bloom; Perlmutter & Burrell, 1999). A short and sweet summary of constructivism is "how one attains, develops, and uses cognitive processes" (Airasian & Walsh, 1997).