November 22, 2019

According to maximise such blend of activities that facilitates

According to me learning is a continuing
process which is stimulated by the environment. It nourishes with guidance and
personal intellect. Learning by definition is acquiring the knowledge or skill
by education or experience. It is bridging the gap between prior knowledge and
new knowledge so the learners do not feel threaten to discard/ modify the old
knowledge. According to various theories of learning, it was revealed to me
that people learn in diverse patters with varying pedagogical basis for
comprehension.

According to Kolb, experience is
transformational process that can change the learner’s knowledge, value,
attitude, behaviour, world views and skills. Learning keep iterating in a cycle
that involves 4 steps doing, reviewing, concluding and planning.

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Every person has their own unique way of
learning; there are diverse opinions in this regard.

Fleming divided the learner in 3 categories
i.e.

      Visual
learners

Auditory learner

Kinaesthetic learners

 

 

While Howard Gardner claimed, there are
multiple intelligences by which the learners understand and perceive the world.
They are as follows

Verbal/ linguist

Logical/mathematical

Visual/spatial

Bodily/kinaesthetic 

Musical

Intrapersonal

Interpersonal

Naturalist

As a class is a blend of different type of
learner so the facilitators must ensure to accommodate the need of all the
learners to support their learning. Facilitators use scaffolding and spiral
model to facilitates the learning of learners; ensuring to maximise such blend
of activities that facilitates all kind of learners and make learning
enjoyable, and have long lasting impact on learner.

Teaching methods can be participatory or
passive. It can further be classified in following categories. 

Instructional: e.g. lecture demonstration, interactive
lecture, and real life examples. It is all about facilitator telling the
learner what –why-how.

Collaboration: e.g. group/peer discussion, choral speaking,
peer review/work. Such activities foster deeper understanding of the concept.

Co-operative: e.g. brainstorming, concept map, puzzles,
project based learning.

Experiential:  e.g.
field trip, self-review, content focused game, experimentations.

Problem-based: e.g. research work, project work, content
focused game.

Eric Jensen, concluded that the brain
research for engagement. To retain the attention of the learners the
facilitator has to devise the lesson in such a manner that it brings novelty,
variety, challenge, clear criteria, relevant content for future learning,
product focused, authenticity, affiliation and affirmation to the learners.

For retaining the learner’s attention for
long period, some activities have to be planned in such a proficient manner and
at appropriate time, to keep the learners focused on their lesson’s content.
Some of the learning activities to engage the learners are as follows:

Icebreakers:   starter
activities before the lesson begin e.g. finish sentence. Make them guess a new topic, show and tell.

Activity based: Quiz, think pair share, debates, learn by teaching,
choral response, scavenger hunt, peer exchange.

Assessment: Traffic lights, students generated exams questions.

Review: ball tosses, process ball, wrap-up,
presentation riddles.

“According to the Maslow hierarchy of
needs the boasting the esteem is very important as we have to bring the
students to their full potential, which at times can only be achieved by
constant motivation from parents and teachers. We cannot deny its importance as
if the learner is not willing to learn no one can force him to the task.

Keeping the blend of the activities will
make the learner’s learning more fun and will have long lasting impact on the
learners.

Assessment is a monitoring learning
process that stimulates learning and achievements of learners by sharing
learning intentions and success criteria with learners, Black and William
claimed it will make the learners responsible for their own learning and will
keep evaluating their own progress. It is embedded in between teaching and
learning which is used to identify learner’s learning, weakness & strength.

In the class room environment 3 types of
assessments are practiced i.e. diagnostic, formative and summative assessment.

Effective assessment should have
motivators, reviewing mechanisms, guided instructional decision making,
assistance in diagnosis of learning & performance problems, promote
self-regulation.

Assessment without the feedback is of no
use, as with feedback the facilitators guide the learners where they have and
have not mastered, and how to master it. Assessment is not just about pointing
out the flaws but it is effective only when it gives a solutions. Feedback can
be formal and informal; both can do wonders on the learners if done in proper
way.

I believe assessments play a vital role
in evaluating the learner’s fragmented learning along with teacher’s teaching.
Assessments reveals Vygostky’s GPD- Gap of Proximal Development there are three
types of

Assessments that are Diagnostic
Assessments, Formative Assessments and Summative Assessments.

Diagnostic assessments help in
identifying the prior knowledge and understanding of the learner at the beginning
of any lesson. The teacher is then enabled to advise the lesson plan
accordingly and cope up with learner’s intellectual needs.

Avery purpose of formative assessments is
profoundly significant as it enables the learners and the teachers to receive
and transmit feedback from any learning activity (CIE Resource-Assessment). Formative
assessments can be carried out in many different ways that suits the learners
group and provides teacher with variety of options to assess the learners.

Summative assessments sum up what
learners have achieved and learned against the success criteria. In our culture
they are of immensely purposeful as they decide whether the learner is promoted
to the next level or not.

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