...Learning Perspectives Lynnette Sharrer Grand Canyon University EDU 313 N June 3, 2012 Learning perspectives can be generalized into three groups; cognitive psychology, behaviorism, and social cognitive theory. The main focus of learning differs between the three perspectives, but they are similar in some ways and complement each other, which helps teachers build successful learning classrooms. According to Omrod (2011, pg. 356), “Diverse perspectives of learning often complement, rather than contradict, one another, and together, they give us a richer, more multifaceted picture of human learning than any single perspective can give us by itself.” All three perspectives can help teachers provide valuable lessons for student achievement and motivation to succeed. A brief description of the three learning perspectives and what a classroom with each perspective may look like, including lesson plans with the different perspectives is outlined in this essay. Cognitive psychology studies mental processes; how people think, perceive, learn, and remember. Cognitive psychology focuses on how people acquire, process, and store information. An internal mental phenomenon may or may not be reflected in behavior is how learning is defined, according to Omrod (2011). In cognitive psychology, new information and knowledge occurs from experiences. An important aspect of cognitive psychology is constructivism. Constructivism in theory is how learners construct knowledge from experiences...
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...Learning Perspectives Melissa Kryston Grand Canyon University: EDU-313N Educational Psychology July 13th, 2014 Everyone learns differently. How do we determine what type of learner someone is? This is determined by the teaching method in which they retain the most information. There is more to learning than whether or not someone is a fast or slow learner. There are several different intelligences that as a teacher will have to be addressed in a single lesson plan. This is not always the easiest task unless you know what styles you are dealing with. Most fall into three basic categories. Some people are not capable of memorizing information and regurgitating it later. For some, that is the best way to retain information. Then there are the busy bodies that cannot sit still long enough to retain any information. These of course are rough explanations of visual, auditory and kinesthetic learners respectively. How do you address all learning perspectives in a lesson on the book “Stone Soup”? Visual learners are the eyes of the learning world. They have to see why and how something works versus just being told that it works. These people usually go on to careers such as Architecture. Seeing it written out will click for them over an auditory explanation alone. These tend to be easier to teach in areas such as science, math and art due to the diversity of activities that can be created for a lesson plan. If a visual learner were to gain as much information as they could from the...
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...Analysis of a Lesson Plan This paper analyzes a lesson plan for an eight grade class covering the Emancipation Proclamation. This was a turning point for the United States and the world as freedom was given to a race enslaved for centuries. An important piece of American history with an elaborate story in itself, the Emancipation Proclamation gives the teacher an opportunity to expand the students' understanding of the world in which they live. The Learners This lesson is for an 8th grade class. These learners have some experience in school and are typically between ages 12 and 14 years old. Eighth graders have some experience in school and many have either decided to be part of it or not. This makes instructing them more of a challenge as the teacher must keep them engaged in the lesson. Although this is a challenge for a teacher of any age, the middle teen years present teachers with students undergoing pubescent changes that can have the child's mind otherwise occupied. The Learning Environment The learners will be in a classroom with desks, although multiple students may be seated at tables, work will be performed individually. The class will be shown a video to be displayed on a screen at the front of the classroom. Activities and Elements Day One Students will begin the class by answering the questions: “If you were president during the Civil War, how would you have responded to the existence of slavery in the United States of America? Why? How do you think...
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...Introduction As educators we are in charge of teaching hundreds of students and ensuring that they are grasping the actual contents of the lessons we are teaching. What we need to ask ourselves is, “What defines that our students are learning?” The constructivism theory of learning changes the way we answer this question. No longer is getting the “right” answer the sole determining factor of whether a student has learned a particular lesson. In this theory learners create and drive their own learning. The role of the teacher is vastly changed as the teacher becomes an instigator of learning instead of the leader. Background The constructivist view on learning has greatly changed the way theorist think about a person’s learning process. For hundreds of years the thought of how one “processes” learning was the focus on all research regarding how a person functions during learning. The constructivist view changes all previous thoughts on learning while maintaining some compatibility with other thoughts. It is a theory with more than one perspective which gives it multiple view points while maintaining the main focus on the learner. There are many theorists who have contributed towards the constructivist theory. Two of the primary theorists, Jean Piaget and Lev Vygotsky had different contributions to this theory. Piaget’s theory of cognitive development provides some basis for understanding the stages a learner developmentally goes through. His theory essentially...
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...planning Phase planning Planning per grade/ lesson planning Example of a lesson plan References and bibliography: Pg 2 Pg 3 Pg 4 Pg 4-5 Pg 5 Pg 6 Pg 7 Pg 8 Pg 9 Pg 10 Pg 11 2 Question 1 According to the behaviourist perspective, people are moulded according to their environment. This can be via either positive or negative reinforcement. If behaviour is reinforced, either positively or negatively, then the likelihood of that behaviour happening again increases. If behaviour is punished, the possibility of that behaviour happening again is reduced. Behaviourism can be classified into two different groups, classical conditioning and operant conditioning :(Alberto & Trout-man, 2003; Cooper et al., 2007; Miltenberger, 2008): Classical conditioning: Is the process of reflex learning-investigated by Pavlovthrough which an unconditioned stimulus (e.g. food) which produces an unconditioned response (salivation) is presented together with an unconditioned stimulus (a bell), such that the salivation is eventually produced on the presentation of the conditioned stimulus alone, thus becoming a conditioned response. Operant conditioning: Operant conditioning is another form of learning by association. The learning that takes place depends on the consequences of the response that the person makes. Behaviourism as a teaching perspective: What we as teachers can do to implement behaviourism into our lessons: Give immediate feedback Repeat the directions...
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... | 7 | |6.0 |Conclusion |8 | |7.0 |References | 8 | 1.0 Introduction The title of this journal is Organizational Learning Practices in the Project Management Environment. The author is Timothy G. Kotnour from University of Central Florida, Orlando, Florida, USA. This journal focuses on understanding how project managers continuously improve their project quality and performance by building knowledge through learning. Beside that, for the project organization to learn, organizational members must create, share and apply knowledge. The organizations members will create new knowledge for learning experiences. Learning-by-doing occurs when a problem solver associates plans and actions to accomplish...
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...3.2.1 NESTs and non-NESTs’ Beliefs about Lesson Plan in Team Teaching According to current finding, NESTs and non-NESTs believed that it is important to prepare lesson plan before teaching due to the function of lesson plan in guiding them focus on lesson and making them work effectively. In preparing it, non-NESTs are responsible to write the formal lesson plan since it also functioned as administration requirement to school. They specifically stated that lesson plan in team teaching should be detailed in distribution of duties between team members (teaching procedure/ activities). Compared to the previous findings, the result of the current finding is different from the previous findings by Luo (2006) and Tsai (2007) in Taiwan. Luo (2006)...
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...Aims and Objectives This course aims at providing students with a general introduction to the field of psychology. While several orientations to the study of human behavior will be discussed, the primary emphasis will be put on the scientific study of behavior from an empirical perspective. Course Intended Learning Outcomes (CILOs) On completion of this course, students should be able to |CILO 1 |Describe and distinguish between the major psychological theories of behaviour; | |CILO 2 |Define, generate and identify examples of the basic behavioural principles and concepts as well as how to apply them to their own lives; | | |and | |CILO 3 |Critique the major areas typically considered the domain of psychology such as learning, sensation, memory, personality, developmental | | |psychology, and abnormal behaviour from an empirical perspective. | Teaching and Learning Activities (TLAs) |CILO 1 |Lecture and Class Discussion | | |The lecturer will present the major psychological theories. Students will...
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...qwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqweyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwerty...
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...without a textbook. When teaching math the lessons are often based and guided around a textbook. But what if a teacher decided to teach math without using a textbook? While textbooks can be a great tool to help organize a teacher’s lessons and units of study, there are benefits to teaching without a textbook. However, just as there are advantages to teaching without a textbook there are disadvantages as well. Advantages Traditionally math has always been taught using a textbook to guide units and lessons. As our world is moving forward and discovering new methods to teach with, the textbook does not always fit in with the new methods. Students have many different learning styles and much research has shown that teaching in one way or style is a disadvantage to students because not all of them will fully understand the concept taught the one way. Textbooks typically approach a problem or concept by showing only one technique to solve it. One study showed that sixty-one percent of the students surveyed rated a math textbook as the least liked text because it was hard to understand (Lester & Cheek, 1998). When a textbook is difficult to understand students learning needs may not be met. The techniques that are often shown typically encourage repetition and memorization in order to pass a test rather than multiple approaches that ensure understanding that will last beyond the taking of a test. Students are not learning the significance of what they are doing. Now...
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...able to relate the lessons with effective use of the language. Teachers who have a good command of the language definitely are able to explain the lesson effectively.” Hence, dynamism is greatly needed in a language classroom such as in the case of MTB-MLE since the program formalizes the teaching of the first language (L1) or mother tongue of Grade 1 and Grade 2 pupils. Ideally, an MTB-MLE teacher should also possess a native competency level in the language he/she teaches to become a dynamic teacher. Palma (2009, 93-94) emphasized that teachers also function for ‘character...
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...Philosophy of Early Childhood Education The process of educating children begins at a young age in the early childhood program. Children need to be received in a warm inviting classroom in which the social, emotional, physical and cognitive development are a priority and address on a daily basis. Meeting the children’s needs of feeling safe and nurtured at school will facilitate learning to take place. Before students entered the classrooms to be filled with factual knowledge under scripted lessons that were to accommodate all learners. Educating children these days is more like an art that requires the use of creativity and knowledge to consider the student’s needs to prepare the lessons, incorporate personal philosophies, and implement the proper pedagogic strategies to develop children’s academic potential. Being an early childhood teacher is a privilege that requires to be assumed with responsibility as early childhood teachers spend the majority of the day teaching children who’s both parents work to cover the family needs. Children at the Pre K to K start school between the ages of 3-5 depending on the program and school children are attending. For my final paper, I will identify and discuss the theories and/or philosophies that demonstrate how I envision the appropriate classroom to be for the selected age group. I will also provide an overview of the concepts I will teach in each academic area, and share some of the strategies and activities that will be implemented...
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...[pic] Direct Instruction Lesson Plan – November 10, 2010 |Lesson Planning Information | |Teacher Candidate Name: Brenda Baker-Mitchell |Date: Nov 10, 2010 | |Mentor Teacher Name: | |JIU Professor Name: Dr. Alana James |JIU Course Name and Session: EDU 500 | |Grade: 9-12 | |Content Area (e.g., reading, writing, math, science, social studies, arts, etc.): Social Studies/US History – “The Removal of the Cherokee Indians” | |(DIRECT INSTRUCTION) | |Group Size: 25 | |Pre-Lesson Planning | |ACEI | ...
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...apply skills or knowledge acquired through learning at school to more than one subject on their curriculum. A central topic or theme can interlink subjects with each other, and students as a result should be able to learn an aspect of a central topic and apply information learned in one subject to others(Householder & Boulin 1992). As mentioned in Component 1 there are huge advantages to Cross Curricular teaching and learning. However, many students do not or cannot apply the knowledge that they have acquired in one subject to others (www.fromtinyacorns.wordpress.com/2009/10/28/about-transdisciplinary-thematic-learning) Learning beyond subject boundaries provides a student with the opportunity to experience not only learning that is relevant to one subject’s requirements, but also learning information that they will apply to other subjects. This type of learning some students may find to be challenging as they will be studying one topic from many different perspectives. However, with a deeper understanding of a topic, others will find it more interesting and may be encouraged to study the topic even further. Rensick (1989) confirms this stating that in contrast to learning topics in isolation students become more actively engaged in their studies when they participate in cross curricular learning. Cross curricular learning that is based on linking learning experiences and outcomes with each other can provide enjoyable learning experiences for students. By encouraging...
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...E-Learning Project Management and Documentation Guidelines The work described in this document has been undertaken by the Human Factors Integration Defence Technology Centre, part funded by the Human Capability Domain of the U.K. Ministry of Defence Scientific Research Programme. © Human Factors Integration Defence Technology Centre 2006. The authors of this report have asserted their moral rights under the Copyright, Designs and Patents act, 1988, to be identified as the authors of this work. Reference .............................................. HFIDTC/WP2.1.5/1 Version.................................................................................2 Date................................................................. 30 April 2006 ©Human Factors Integration Defence Technology Centre 2006 HFIDTC/WP2.1.5/1 Version 2/ 30 April 2006 Authors J. Pike J. Huddlestone Cranfield University Cranfield University ii HFIDTC/WP2.1.5/1 Version 2/ 30 April 2006 Contents 1 2 2.1 Introduction ................................................................................................ 1 The e-learning development lifecycle ......................................................... 2 Instructional design perspective.......................................................................................... 2 2.1.1 Key Stages................................................................................................................ 3 2.1.2 Design and Development...
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