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¶ … theories emphasize mainly on student activity as opposed to teachers teaching. The argument is that a student's experiences coupled with study are areas where learning begins. This is closely associated with the change in psychological theories with regard to learning from behaviorism to constructivism. I use active teaching as opposed to passive teaching. Passive learning takes place when the student only takes in whatever the tutor avails. This form of learning is considered less effective compared to active learning, in which the student seeks out whatever he or she needs to understand. Thus, passive learning seems to promote surface learning instead of deep learning. Since deep learning entails the search for meaning in whatever is learnt, it is insightful (Roberts, 2001).
I rely mostly on constructivism in my teaching. In constructivism, learners are considered sense-makers since they not only record the given information but also interpret it. This understanding of learning propelled the shift to "knowledge-construction" from the "knowledge-acquisition" metaphor. The increasing evidence that supports constructive reality of learning is also supported by earlier work of prominent theorists like Jerome Bruner and Jean Piaget. Although there are several versions of constructivism, it is commonly acknowledged...
This implies that if I choose only one teaching style (direct instruction, collaborative learning, inquiry learning, etc.), students will miss the opportunity to maximize their learning opportunity. Clearly, as a teacher I am unable to reach each student on same level in one lesson; hence, by applying a range of learning styles through the course enables all students to have the opportunity of learning in more than one way that is in line with their individual learning style (NDT Resource center, n.d).
Combining a number of instructional approaches seems to be educationally effective. Since my goals entail a number of ideas-and-skills supported by several instructional approaches where each is useful in attaining some goals and even assisting students with various learning preferences. Hence, I usually try to develop eclectic instruction that brings together the best in each approach. The general claim in constructivism is individuals learn by utilizing…
References
Roberts A. (2001). ABC of Learning. Retrieved 26 August 2015 from http://studymore.org.uk/glolea.htm
Smith, M.K. (2003). Learning Theory. The Informal Encyclopedia of Education. Retrieved 26 August 2015 from http://www.infed.org/biblio/b-learn.htm
UNESCO (n.d). Most influential theories of learning. Retrieved 26 August 2015 from http://www.unesco.org/new/en/education/themes/strengthening-education-systems/quality-framework/technical-notes/influential-theories-of-learning/
NDT Resource center. (n.d.). Teaching with the Constructivist Learning Theory. Retrieved 26 August 2015 from https://www.nde-ed.org/TeachingResources/ClassroomTips/Constructivist%20_Learning.htm
Rusbult, C. (2007). Active-Learning Theories (constructivism,...). Retrieved 26 August 2015 from http://www.asa3.org/ASA/education/teach/active.htm
English for academic purposes approach focuses on the reader, too, not as a specific individual but as the representative of a discourse community, for example, a specific discipline or academia in general. The reader is an initiated expert who represents a faculty audience. This reader, particularly omniscient and all-powerful, is likely to be an abstract representation, a generalized construct, one reified from an examination of academic assignments and texts
EDSE 600: History and Philosophy of Education / / 3.0 credits The class entitled, History and Philosophy of Education, focused on the origin of education and the "philosophical influences of modern educational theory and practice. Study of: philosophical developments in the Renaissance, Reformation, and revolutionary periods; social, cultural and ideological forces which have shaped educational policies in the United States; current debates on meeting the wide range of educational and social-emotional
MASLOW'S THOERY VS. HULL'S THEORY Integrating Two Theories of Motivational Psychology Maslow Hierarchy of needs vs. Hull's Drive Reduction Theory Motivation is common term, but it is not easily defined. This is due to the many studies, which provide different definitions for the term. While some define it as a set of beliefs, values, interests, others define it as a cognitive decision making process. For this paper, motivation is central to a set
(Fletcher & Crochiere, 2004) Motivation to Learn Motivation to learn can be defined as the degree of cognitive effort invested to achieve educational goals (Li, 2003). It can also be understood as the degree of "seriousness" with which a student attempts to address the commitments and targets school with the purpose of: a) master the knowledge and skills rather than and get away with doing the minimum, b) clearly verify the
Economics of New Ideas and Innovations This research paper discusses the economics of a new idea. Without new ideas and inventions, the economy might very well become stagnant or decline, as predicted by many early economists, who did not understand that impact that ideas and innovative technology had on global markets. Technology is endogenous in the new growth theory, which holds that technology is a function of the capital and labor used
Individuals with Disabilities Education Act (IDEA) governs how the U.S. states offer special education services to children with disabilities. It addresses the educational needs of the children with disabilities from birth to age 21, and involves more than a dozen specific categories of disability. Congress has reauthorized and amended IDEA several times, most recently in December 2004. Although historically, students with disabilities have not had the same access to