1) Analyse theories, principles and models of learning.
Explain ways in which
the theories, principles and models of learning can be applied to teaching,
learning and assessment.
Theories, principles and models of learning are very important with numerous reasons in a
teachers’ daily practice of education and training. Following report discusses, explains and
analysis these considering empowerment for student and learning environment can be
improved.
Models of learning theories includes different headings such as;
Behaviorism (Pavlov)
Cognitivism (Paget)
Meaningful Learning Theory (Ausubel)
Social Learning Theory (Bandura)
Social Constructivism (Vygotsky)
Multiple Intelligences (Gardner)
Behaviorism theory which is originated from the results of Pavlov`s experiments on
the dogs as the classical conditioning suggests that positive experiences in the
environment influences the quality of learning in pupils (Malone, 2002). This theory
puts the teacher at the center of the learning process rather than being student
centered. Most important practices in this theory are to create detailed guidelines for
students by teacher in terms of gaining positive experiences and practice reshaping
the current information given. In this case, the teacher may prefer to create games
and quizzes on certain information and knowledges as well as reward system to
create a sense of achievement which would stimulate the learning experience in the
environment as Pavlow did to his dogs by feeding them after the bell. For using this
theory, the students should have no information and knowledge and they should
take time to understanding of the subject (Petty, 2006), as Bloom`s revised taxonomy
suggests in the beginning levels of memorizing and understanding (Krathwohl,
2002). Yet, for the upper levels of thinking skills, implications of this theory might not
be very sufficient.
Cognitivism theory suggests students to learn through mental processing of
knowledge as Piaget states as a change mental behaviour (1964). This theory suggest
teachers to create a strategy to keep students focus and in an alert mental state to
keep the attention at its highest level with using tools such as; mind mapping, visual
aids, presentations and spider maps (Barrouillet, 2015). In this case, learners are able
to combine the knowledge and information given with real life events and situations
as well as personal experiences, which will create ownership. By this strategy,
students are not just a receiver but an active part of knowledge process which
balances the personal thoughts and mental levels of understanding with the existing
information in the outer world (Walker, 2014).
According to Anderson, there are two different ways of learning as declarative
and procedural learning. As a main difference, the difference occurs way of
knowledge occurs. For instance, a game can be played as the information,
rules and facts needed explained by the teacher which would be the
declarative way or the same game can be played in a way that students
discover the knowledge by prating the same game till they master it which is a
procedural learning (Anderson, 1979).
Recent studies shows that when procedural learning increases the creativity
and critical thinking skills by brain activity, declarative learning has the danger
of memory based problems such as easy forgetting due to depending on not
thinking but memorizing skills. (Ullman, 2016)
Social constructivism theory by Vygotsky and Bruner, suggests that learning might
be accelerated as an active process by the self-lead and socializing (McCleod, 2007).
In this sense, learners are not passive elements of teaching environment but active
facilitators, connected to the learning process by group works and discussions (Petty,
2006).
Connectivism on the other hand is a recent theory that comes with the digital age.
This type of learning suggest that, learners connected to each other by technology
creates and environment to support each others learning process. This connection
between learners creates and collaboration thought better creativity and decision
making. When people are transferring their skills and productivity by writing blogs,
emails and delivering online lectures, they also activate their own learning as
teaching someone else creates a higher level of learning in the individual. (Nichols,
2003)
2) Analyse models of learning preferences. Explain how identifying and taking
account of learners’ individual learning preferences enables inclusive
teaching, learning and assessment
Assessment is mostly about reflection and dialogue on the learning process. There
are four main models of assessment.
– Observation Model
– Survey Model
– Performance Task Model
– Portfolio Model
For instance, traffic light tool is an important assessment tool. In the sense of art
education, this tool has an application of colour coding for different tasks to be
assessed by the students in form of traffic lights. When giving a lecture, students
should give feedback on the levels of measurement in struggling. This would not
only adjust the teachers’ behaviour on students but would also make the students
feel better on their own condition to be acknowledged.
In addition, the teachers’ role as a communicator would be based on not certain
breaks at the lecture but the teacher would constantly support the student in suitable
times.
Another application of this assessment might be to provide constant assessment
among the students. So the students can exchange their outputs of the lecture to
each other and give each other feedbacks as in form of a positive language labelled
as `Even Better If…` condition. This would not only support the social exchange
theory aspect of learning but also would encourage the same level feedback loops to
be grounded.
