Learnign theories A2 updated

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Jan 9, 2024

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L Assessment 2: Essay Differentiation Noor Al Wadaah 18811999

The Theory of Behaviourism Year 7 low socioeconomic background, year 8 dyslexia a The behaviorist theory provides a psychological framework for understanding learning processes influenced by environmental factors (Woodland, 2022). Research indicates that individuals' minds are influenced by their environment and experiences from an early stage, shaping their behaviors and attitudes towards learning (Woodland, 2022). This essay focuses on examining the strategy of operant conditioning through direct instruction as a means to support the principles of behaviorism in addressing student behavior. The assessment of effective strategies for year 8 students with dyslexia, as well as year 7 students from low socioeconomic backgrounds, and the role of teachers in facilitating their mastery of reading comprehension, are key areas explored in this report. The theory of behaviourism can be incorporated into teaching through direct instruction, working as a strategy to assist students in their difficulties of learning (Churchill, 2022). Implication of behaviourism in teaching can stem from positive reinforcement where rewards are given to the students that succeed in areas of learning. this will allow students to work harder so that they can receive the award and further assist teachers in directly influencing student behaviours. Direct instruction is a teaching strategy that stems from the behaviourist theory whereby learning can be enhanced with clear and precise teaching instructions (Churchill, 2022, pp.219). Direct instruction is a teaching method that focuses on carefully planned lessons that are designed to provide a well-rounded and comprehensive lesson. This teaching strategy centres around clear instruction outlining a specific approach to further eliminate misunderstanding and enhance learning (Shahtout, et al, 2012). Teachers can master the prospects of direct instruction through strategic application of operant conditioning. This term depicts that the occurrence of actions is either reduced or increased as a result of instated reinforcement (Churchill, 2022, pp. 203). This theory suggests the outcomes of behaviours are specifically intentional, conscious, and voluntary. Given that reading is the fundamental skill for academic achievement (Shahtout, et al, 2012), it is crucial that teachers can identify the students who struggle to progress in this area as it can significantly affect their learning development. More often than so, students with learning difficulties are faced with barriers that hold them back from progressing in comparison with other students in their class. It is the teacher’s duty in identifying these students, and structure

lessons to best suit their educational needs. Think-aloud is a strategy that can help students to identify the main idea of a topic. The teacher may demonstrate what she wants the students to do, and then the students will apply the strategy in pairs. After giving further instructions given that she has observed the paired work, students will practice independently. Rising inequality and limited social mobility are significant factors that have had a profound impact on modern societies. Extensive research indicates that a child's future academic success is heavily influenced by their family's income and access to high-quality employment opportunities (OECD, 2018). For example, children from lower-income households may have limited access to educational resources such as books, tutoring, or educational technology, which can hinder their educational development. However, studies suggest that teachers can play a crucial role in addressing this issue and creating a more equitable learning environment with ample opportunities for all. Teachers can employ various strategies to support students from disadvantaged backgrounds. For instance, they can provide additional academic support, offer targeted interventions, or collaborate with community organizations to ensure equal access to learning resources. According to statistical evidence, students from disadvantaged socioeconomic origins do significantly worse than their advantaged counterparts. According to the OECD (2018), advantaged pupils perform 89% better than disadvantaged students overall. In order to establish focused improvement initiatives, it is crucial to compare the performance of the most advantaged students to that of the least advantaged kids in order to close this achievement gap. Dyslexia also presents a unique barrier to reading development by impairing a person's capacity for comprehension of written assignments (Fawcett, 2008), consequently impairing their capacity to learn as a whole. To effectively help kids with dyslexia, teachers must have a thorough understanding of the learning process (Duchesne, 2021; Shaywitz, 2018). This will allow them to use teaching strategies that are beneficial for these students. Incorporating the method of Direct Instruction, a specific teaching model with a particular sequence, can serve as a gateway to helping students achieve their goals by fully applying the principles of behaviourism in learning. Direct instruction aims to provide a comprehensive and well-rounded learning style that includes carefully planned lessons designed to enhance students' critical thinking and creativity. For students from low socioeconomic backgrounds, achieving reading comprehension can be facilitated by specifying clear objectives for reading and employing effective instructional strategies. According to the Year 7 reading

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comprehension standard outlined by the SCSA (2019), students should demonstrate fluency in interpreting and analysing texts through reading. To support their progress, a teacher may initiate a Direct Instruction lesson by providing a reading passage for all students to work on individually for 10 minutes. The instructor can spot pupils who need more support during this time and provide one-on-one instruction to help them advance their reading abilities. For instance, the instructor can read aloud a paragraph while the pupil listens and repeats the words, giving the instructor the opportunity to spot particular areas of difficulty and offer rapid feedback. Subsequently, students can take note of the feedback and work on it as part of their homework. Focus is placed on improving students' knowledge, understanding, and reading abilities in the Year 8 curricular requirement for reading comprehension (SCSA, n.d.). Teachers can aid dyslexic pupils' comprehension by introducing visual aids like sketches, symbols, and keywords that symbolise the text because these students frequently trouble with text interpretation. With this method, children can develop visual representations of the text's core ideas, increasing their comprehension beyond simple reading from a piece of paper. In conclusion, the theory of behaviourism that underlies the basis of learning for Direct Instruction has been proven to offer an effective approach in achieving greater learning outcomes, particularly for students with learning difficulties. This teaching model is especially beneficial for students with dyslexia and those from low socioeconomic backgrounds as it addresses their specific needs in reading comprehension. The suggested strategies, such as carefully structured activities, have been examined and found to be instrumental in enhancing the learning outcomes of these students. By implementing Direct Instruction and tailoring it to the individual needs of students, educators can create a more inclusive and supportive learning environment that promotes success for all learners.

References Churchill et al., (2022). Teaching – Making a Difference (5th ed.). Wiley. Chapter 1, pp. 16-35. Introducing Teaching as a Profession. Considine, G., & Zappalà, G. (2001). Factors Influencing the Educational Performance of Students from Disadvantaged Backgrounds. Competing Visions , https://curtin.alma.exlibrisgroup.com/leganto/readinglist/citation/10126699860001951 Duchesne, S., McMaugh, A., & Mackenzie, E. (2022). Educational Psychology for Learning and Teaching (7th ed.). Cengage Learning Australia. Chapter 10 Diverse Learners and Education (pp. 402-435). Duchesne, S. (2021). Supporting Students with Dyslexia in Inclusive Classrooms: Evidence-Based Strategies for Teachers. Taylor & Francis. Fawcett, A., & Nicolson, R. (2008). Dyslexia, learning, and the brain . MIT Press. https://ebookcentral.proquest.com/lib/curtin/reader.action?docID=3338905 OECD. 2018. Students’ socio-economic status and performance. Pisa (2). https://www.oecd- ilibrary.org/sites/f7986824-en/index.html?itemId=/content/component/f7986824-en#wrapper SCSA. 2019. Year 7 English Reading Comprehension. School Curriculum and Standards Authority. Government of western Australia , https://k10outline.scsa.wa.edu.au/__data/assets/pdf_file/0011/578072/Year-7-English- Reading-Comprehension.PDF SCSA. N.d. Year 8 syllabus. School Curriculum and Standards Authority . Government of Western Australia , https://k10outline.scsa.wa.edu.au/__data/print-to-pdf/api.php?url=https:// k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/english-v8/year-8? filters=0_1_2_3_4_5_6_7_8_9_10_11_12_13_14_15_16_&english=true&math=true&scienc e=true&history=true Shahtout, L., McLaughlin, T. F., Derby, K. M., & Arenez, T. (2012). The effects of direct instruction flashcards and reading racetrack on sight words with two elementary students with behavior disorders: A brief report. Academic research international , 2(2), 303. Shaywitz, S. E. (2018). Overcoming Dyslexia: Second Edition, Completely Revised and Updated. Vintage Books.

Social Cognitive Theory for English Studies Year 9 Autism, Year 10 English as an Additional Language or Dialect (EAL/D) The social cognitive theory notion emphasises the role of self-beliefs in influencing human motivation, behaviour, and perception. These self-beliefs are essential for boosting self- worth, encouraging incentives, and improving human performance, which eventually enables pupils to confidently employ their strengths (Duchesne et al., 2022). This essay explores the implications of Bandura's self-regulation method, particularly how it might be used to support students who have particular learning challenges, such as autism and English language learners, in the context of English literature. This essay attempts to shed light on how self- regulation tactics can favourably effect student learning and academic progress in the topic by evaluating the potential advantages and practical implications of doing so. This theory suggests that individuals have significant control over their learning processes and the way they assimilate information, leading to improved learning outcomes. Research has demonstrated that the actions and activities individuals engage in can shape the development and structure of their brains (Bandura, 2001). Recognizing the importance of this theory, it becomes crucial to identify effective strategies that can support students in their learning journey towards achieving excellence. As an aspiring teacher, I firmly believe that achieving instructional success begins with understanding the most suitable strategies for individual student learning based on their unique needs. One such strategy within the framework of social cognitive theory is self-regulation, which can be integrated into daily classroom activities to assist students with learning difficulties (Martin, 2004). Self- regulation is a cyclical process that involves the teacher's guidance in helping students plan tasks, monitor their progress, and reflect on their outcomes (Martin, 2004). This continuous cycle empowers students to take ownership of their learning, fostering their autonomy and self-directedness. By developing self-regulation skills, students become proactive in setting goals, managing their time, and evaluating their performance, ultimately leading to enhanced learning achievements.

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The following section of the essay will address the year 9 & 10 English achievement standard for the Australian curriculum and how this can be achieved given the former strategy of self- regulation for students that have autism as well as students with English as a second language. Pervasive developmental abnormalities and abnormal social interaction are hallmarks of autism, a neurodevelopmental condition (Dawson et al., 2008; Lai et al., 2014). Our understanding of autism has improved recently, and this includes how it affects learning and cognitive ability. It is crucial to remember that although learners with autism are frequently classified as low-functioning or high-functioning depending on their IQ (Dawson et al., 2008), they may experience considerable difficulties understanding tasks that seem simple to their classmates (Ozonoff et al., 2015). The idea of autistic intelligence was put forth by Dawson et al. (2008), who contend that people with autism have a distinctive cognitive style. This unique cognitive profile suggests that autistic kids may learn at a different rate than conventional students and have difficulty understanding the concepts. These results support the idea that people with autism need specialised help and approaches to meet their unique learning requirements. Similar to this, students with English language obstacles may struggle to comprehend English texts, which makes it difficult for them to stay up with their peers (Georgiades et al., 2019). By taking into account the most recent findings on autism and its effects on learning, educators may make decisions on tactics that cater to different learning styles and offer the right kind of assistance to help students with autism and those who speak other languages succeed academically. EAL/D learners, who have a non-standard English language background, require additional support to enhance their English-speaking proficiency. Recent sources emphasize the significance of addressing the diverse needs of EAL/D students within the framework of Australia's English education curricula (Alford & Jetnikoff, 2016). To effectively meet the needs of these learners and facilitate their understanding and development, targeted interventions are crucial. One approach that holds promise is the application of Bandura's concept of self-regulation in the learning process. By employing psychological principles, individuals can maximize the benefits of this strategy. Self-regulation involves consciously evaluating one's performance in a given task, the contextual factors influencing it, and the immediate outcomes achieved (Bandura, 1989). However, to harness the full potential of self- regulation, consistent monitoring of personal successes and failures is essential. This ongoing

reflection and assessment of individual progress contribute to the effective implementation of self-regulation as a teaching strategy for EAL/D learners, promoting their autonomy and growth in English language acquisition. The Year 9 English achievement standard emphasizes the importance of analyzing text structures, evaluating ideas, and forming interpretations (ACRA, 2014). To effectively utilize self-regulation as a strategy to support students' learning, teachers must assist learners with autism in identifying areas where they struggle to comprehend. For instance, let's consider a Year 9 English student with autism who is finding it challenging to grasp the structure of a literature text. In this case, the teacher can suggest a collaborative reading approach where they read one sentence, the student reads the next, and together they read the third sentence. This technique establishes a reading rhythm and, with consistent practice, helps the student maintain focus while reading. Through self-observation and guided practice, children with autism can gain a deeper understanding of their own learning process and set achievable goals. This application of self-regulation not only supports comprehension but also empowers students to take an active role in their own learning journey. By implementing tailored strategies that address individual needs, teachers can foster a sense of self-awareness and autonomy in students with autism, facilitating their growth and success in English literature. An English speaking and understanding barrier will cause a fallback in the students progression within schoolwork, this is where the teacher must identify specific methods to further assist the student whilst considering their cultural background. For example, a year 10 Eal/d student is having trouble interpreting a literature text as they do not understand the origin or culture of it. In this case, a teacher will identify the difficulty they might face, and provide cultural references depending on their background to fill the information gap prior to reading (SCSA, n.d). This will allow the student to have a former understanding of the text they are about to read and be able to develop a better understanding for future reading. Self- regulation contributes to this method as it will allow the student to establish a system of prior understanding, evaluation of texts, and reflection of what they did and did not understand for future improvement. Moreover, cognitive development emphasizes the use of functional consciousness for selecting, evaluating, and regulating actions based on realistic representations of future events (Churchill, 2022). Implementing self-regulation as a teaching strategy enables students with

diverse needs and learning difficulties to identify areas of weakness and receive targeted support. By promoting self-awareness and active engagement, self-regulation empowers students to make meaningful progress and enhances their academic performance. Embracing self-regulation creates an inclusive learning environment that fosters student growth and success.

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References ACARA. 2014. Year 9 satisfactory. Work sample portfolio summary. Australian curriculum. https://docs.acara.edu.au/curriculum/worksamples/Year_9_English_Portfolio_Satisfac tory.pdf Alford, J., & Jetnikoff, A. (2016). Orientations to critical literacy for English as an Additional Language or Dialect (EAL/D) learners: A case study of four teachers of senior English. Australian Journal of Language and Literacy ; v.39 n.2 p.111-123; 2016, 39(2), 111–123. Bandura, A. (2001). Social Cognitive Theory: An Agentic Perspective. Annual Review of Psychology, 52(1), 1–26. https://doi.org/10.1146/annurev.psych.52.1.1 Churchill et al., (2022). Teaching – Making a Difference (5th ed.). Wiley. Introducing Teaching as a Profession. https://ebookcentral.proquest.com/lib/curtin/detail.action? pq-origsite=primo&docID=6729416# Dawson, M., Mottron, L., & Gernsbacher, M. A. (2008). Learning in autism. Learning and memory: A comprehensive reference, 2, 759-72. Jack Martin (2004) Self-Regulated Learning, Social Cognitive Theory, and Agency, Educational Psychologist , 39:2, 135-145, DOI: 10.1207/s15326985ep3902_4 Schunk, D. H. (1989). Social Cognitive Theory and Self-Regulated Learning. Self-Regulated Learning and Academic Achievement, 83–110. https://doi.org/10.1007/978-1-4612- 3618-4_4 SCSA. N.d. English as an Additional Language or Dialect Teacher Resource: Annotated Content Descriptions | English. Government of Western Australia school curriculum and Standards Authority . https://k10outline.scsa.wa.edu.au/media/documents/eald/EALD-English-Pre-primary- to-Year-10.pdf

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