After researching and further examining the theories I will address the ways they have effected my planning and delivery of learning. I have identified that Behaviourism and Cognitivism are present in the planning and delivering of my lessons. I use behaviourism as this principle has the element of motivation due to my learners having low confidence and self-esteem there is a higher need to focus on building their motivation to successfully complete the course. Positive and negative reinforcement allows the management of behaviour in the lesson encouraging positive behaviour whilst removing inappropriate and negative aspects. I adapt my lesson plans to incorporate feedback and praise and address any areas for learners to improve upon.
Petty states, ‘motivation in the behaviourist world is extrinsic in nature. Learning is encouraged by a reward of some description’ (2012: 17). The majority of my learners attend my courses through their employment advisors and come with a positive attitude keen to be on the course. Giving rewards to learners increases their confidence and desire to learn to further keep them engaged and enthusiastic. My course focuses on the end outcome of gaining a qualification and this is achieved by an on-line examination with set topics to be covered in the lessons. This curriculum demonstrates a behaviourism theory of learning by a teacher centred delivery, whereby the teacher provides the stimuli for the learners to respond. I use this method with rewards to draw out as much output from learners so they can achieve their full potential to complete the set units in the course and to achieve the main objective of gaining the qualification for the course.
Although, I use behaviourism I also use learners pa...
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...t be a deliberate or by chance and that they play an important part of my teaching and the learning for my learners. As I am now aware of these principles and theories I will use these when I am planning and delivering my learning that would best benefit my learners. My focus would be on individuals within a group setting and focus on providing an inclusive learning experience that is enjoyable and supports the learners in building their motivation, confidence and self-esteem so they can achieve their outcome of successfully completing the course.
Works Cited
Gould, J. (2012) Learning Theory and Classroom Practice in the Lifelong Learning Sector (2nd Edition), London: sage Publication Ltd.
Atherton, J. S. (2013) Learning and Teaching; Advance Organisers, accessed online on
16 March 2014 from http://www.learningandteaching.info/teaching/advance_organisers.htm
My most basic, fundamental belief in education has always been that every student is capable of learning. The learning may not take place on my desired timeline, but each child has the capacity to learn. I have always considered myself to be child-centered, rather that teacher-centered, in the classroom. I hold that most learning is accomplished when new information can be integrated into previous knowledge, and I also find that a balanced approach to any learning includes the repetition of information and a varied approach in delivery.
This reinforces their academic commitment and motivates the students to complete set tasks, where they are rewarded for their behaviour. There are also fixed-interval schedules, where Miss Johnson is rewarded with a salary for teaching the students. This encourages her to strive to engage her students and not give up on them, as she desires the reward of her pay cheque. A variable-interval schedule is also explored, where she is rewarded for her dedication and commitment to engage the students, as they eventually perceive her as their “light”. In addition, there are variable-interval schedules, where Miss Johnson is rewarded with good behaviour form her students after an unspecified amount of
An individual learning plan should be designed separately for each learner, the organisation, we (teachers) and learners are all involved in producing the plan. It should contain outcomes of diagnostic tests, learner’s prior experiences qualification, long term goals, medium term goals, Short term goals and negotiated action plans to complete the program and any support needed. The purpose of an individual learning plan is to create a well planned ‘tailor made’ programme of activities for each learner that meets their individual needs and aspirations. An affective learning plan is used regularly as a working document to which the learner, the workplace supervisor and the trainer regularly refers. It is reviewed and revised to reflect the learners
By incorporating the theories of Piaget and Maslow into lesson planning, I can choose realistic and meaningful instructional strategies and designate assignments at the appropriate challenge level. My goal is to motivate my students to strive for their best and provide them an environment where they can successfully prepare for college and life. Mary Kay Ash was phenomenal at motivation and said it best: “Don't limit yourself. Many people limit themselves to what they think they can do. You can go as far as your mind lets you. What you believe, remember, you can achieve.” (Ash). Knowing that each class will be different and that what works for one class may not work for another will aid me in being an effective, efficient
In this essay, I will identify the main tenets of Behaviourism, Cognitive and Humanist and state how each claims learning happens. I will analyse two principles and how they affect the way we plan and deliver learning. Furthermore, I will reflect on the impact of these insights on my own practice and professional development.
Students increasingly demand a type of education that allows them to update their knowledge when necessary and to continue to do so throughout their working lives (McIntosh, & Varoglu, 2005; Tomlinson, 2007). The debates on lifelong learning and learning skills continue to emphasize independent and self-directed learning as a central need (Strivens & Grant, 2000). The ability to engage in critical self-assessment is viewed as a meta-skill that would aid students in managing their general life both during and after university (Knight & Yorke, 2002). Based on this view, suggestions are raised to educational institutions concerning learning cultures that help students know what they are learning and why and how to develop the claims to achievement that make them more successful. Teachers are expected to design promising learning environments and help students discover what they afford, what might be learned, how and why (Knight & Yorke, 2003). According to the authors (Strivens and Grant, 2000), if learners have an accurate awareness of their levels of achievement in skills, in conjunction with a desirable skill profile for a job or a range of jobs, they will be able to recognize when and where they need to improve their level of skill. It has also been
Teaching theories are as much part of the classroom as the student and the teacher. The effect individual theories have on an environment depends how they are incorporated within the classroom in addition to the influence they have had on the curriculum construction. This essay will briefly look at how motivation theory, cognitive and social cognitive theory along with constructivism have impacted on education and the classroom.
Gibbs G. Learning by Doing: A Guide to Teaching and Learning Methods. Oxford Further Education Unit, Oxford Polytechnic; 1988.
In light of my School Experience (SE), I will be analysing, discussing and evaluating an aspect of classroom practice. The practice that I have chosen is ‘Behaviour Management’. Behaviour management plays a key role within the classroom and there are a number of techniques used by teachers on a day to day basis. I will look at these techniques in detail, analysing and evaluating them with the work of behaviour management authors and also taking into account my SE observations.
When we are in a class we expect certain level of behaviour in terms to deliver a lesson effectively. There are moments where the students purposefully or not break that level. Some of the reasons for that are: lack of interest, inappropriate challenges or learning disabilities. All of these reasons are closely linked with the level of motivation which is the main leading power of progress.
Lifelong learning can be achieved in many forms. Some of these include enrolling in courses, attending seminars, learning by doing, shadowing, secondments, self directed learning and e-learning. Lifelong learning can also be in the form of an assistant or aide learning from observing his superior in action. Finally, lifelong learning can be achieved through the teaching of oneself something new.
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
...em to look at several elements that affect their student’s motivation and ask why and how this affects them in the first place. After that, I would tell him to arrange a lesson plan utilizing structural factors such as patterns and sequences, with a view to individual application and the group dynamics of the class. By doing so, the teacher can grow in his students a sense of shared motivation guided by these structural factors, so that each interrelated lesson are remembered. These lesson plans must also consider the effective ways of instilling discipline in the students. The teacher must allow for response from the students so that he may understand the students’ perception of reality, value systems, and will, so that he may understand how to motivate his students more. By understanding the motivations of his students, he can bring about a change in their lives.
In the process of completing this coursework, I have realised that every teacher should be all-rounded and equipped with adequate skills of educating others as well as self-learning. As a future educator, we need make sure that our knowledge is always up-to-date and applicable in the process of teaching and learning from time to time. With these skills, we will be able to improvise and improve the lesson and therefore boost the competency of pupils in the process of learning. In the process of planning a lesson, I have changed my perception on lesson planning from the student’s desk to the teacher’s desk. I have taken the responsibility as a teacher to plan a whole 60-minutes lesson with my group members. This coursework has given me an opportunity
My main goal as a teacher is primarily to provide students with the knowledge that will help them further excel in their everyday lives, but also to teach students to apply the knowledge they gained and take advantage of opportunities that will enrich their lives. Many times, students learn better when they feel a certain subject is relevant in their lives. I feel that it is important to have a curriculum that is based on the student’s interest, experience and capabilities. Having a textbook integrated in a curriculum is important, but a student will have a better understanding of the subject area when experience is involved. Although there are many different techniques to education, I feel that the philosophy of progressivism and essentialism best fits my style and belief of teaching. These teaching philosophies focus around student needs, democracy, and the basics of education.