Analysis of Differnt Types of Learning Methods

Learning, as defined by Slavin (2012), is “a change in an individual caused by experience” (p. 116). Learning can occur intentionally or unintentionally. All learning, however, is stimulated by something that is the learner (student) has encountered. As an instructor, your goal every day is to use the right stimuli to capture the student’s attention so they can absorb the knowledge you are trying to share.

There are many different learning strategies to assist with learning. Everyone is different in the way they learn. Personally, I learn best by using combinations of learning strategies. I typically use visual, hands-on techniques and I recently started utilizing auditory learning. It doesn’t matter how many times I hear instructions or a lesson I need to read it and write it down to completely dissect what I am trying to learn. I find color coordinating my notes helps me associate groups and key concepts. I never really learned from auditory listening until I

Abstract: The main idea in this paper is to explain three e-learning theories and their implications. The computer learning systems are designed based on the learning theories. some people believed that the learning is result of content and that learning has nothing to do with the strategies and methods used for teaching. where as some theorists believe that the learning is the result of making the information available to the learner in a way such that they can efficiently grasp it and use that information practically. To further increase the efficiency of the learning methods ,four theories are there.they are Behaviourist , cognitive learning, constructivism and classical conditioning theory of learning. each learning theory states different method for designing the learning system . they focus on how the strategy should be designed and what their implications must be. The main idea of each theory and its implications are explained in this paper.

In a sense human beings can actually be programmed to react a certain way, we call this learning. In actuality we learn by experiencing certain events which brings forth a permanent behavior. Our learned behaviors may come from nature or nurture. Furthermore we have to keep in mind that not all types of changes in behaviors are due to learning. As previously mentioned, nature contributes to behavior. We are raised to learn as soon as we were babies it starts with the simply and then evolves into more complex processes such as observational, classical and operant learning.

After reviewing student work and collecting data about their progress in this learning segment, I centered in on what topics students needed more assistance on and which they had mastered. Students tended to understand simple decimal subtraction (question 1a), decimal point placement (question 2a) in a multi-digit number and simple decimal multiplication (question 6). All three of my selected students correctly answered 1a and 2a proving that students across all ability levels were able to master this specific content. As for number six, two out of these three students answered it correctly.

These are coupled with follow up activities that including additional visual stimuli, technology interaction, or a tactile task to further enhance the lesson. Notable, Özel remarks that learned acquisition habits that are systematically taught and shaped with strategic implements can improve student learning (2009). Thus, my additional activities will be more fulfilling to the auditory learning who acquires substance during discussion or talks, as well as the tactile learner who likes manipulation and construction (Kozielska & Seibold, 2011). In additional, visual learning will gain through manipulative activities too for their attention to drawing outlines and note taking (Kozielska & Seibold,

Learning is a multifaceted perception unique to each individual. In looking to address the intricacies of learning, there have been a multitude of learning theories established over the centuries. To this day new theories are developed and traditional theories continue to be developed and expanded upon. (Swinburne Online, 2016)

Class environment: Mrs. Hillman's classroom had math poster on the walls placed around the room. One poster board on the wall showing lattice multiplication and traditional multiplication she gave the students' a choice to choose which type to use. Another poster was on the board with the acronym CHAMPS: C- construct your plan to solve the problem, H- how else can you solve the problem, A-apply knowledge, and strategies, M- mark, highlight or circles keywords and numbers and P-problem solving the model, S-show how you checked your work. The students finished work also posted on the wall label as good, outstanding, and you got it!

This essay aims to explore the effectiveness of two learning techniques which are consistently being used across psychology students throughout the UK. The first technique which will be discussed is summarising, a technique which includes identifying and capturing. It includes getting to grips with the main points of a text and aims to exclude the unimportant or repetitive information (A.L. Brown, Campione, & Day, 1981). The second technique discussed will be highlighting and underlining. This technique involves students depicting the relevant points of an essay and underlining or highlighting these to distinguish them from the rest of the text. Each of these techniques have advantages and disadvantages and each can be more useful for specific

Before the students began the assessment, I explained how they will use the different strategies they have been learning to solve addition and subtraction problems on the worksheet. I expressed how this worksheet will let me know if we need more practice with any strategy that we have learned so far. I continued to go over the various components of the assessment. I began by declaring that there are only five problems they need to solve and each problem has directions above it. I emphasized the importance of reading the instructions because the problems ask you to solve the equation is different ways. I also communicated that I will be circulating the room to ensure that there are no wandering eyes. Also, that I will be there to help students understand the directions. In my class this school year there are 8 English Language Learners who may be able to read the directions but could have trouble understanding them. I explained that I will not tell them how to use the strategy or tell them the answer but I will provide help in terms of understanding what is being asked.

Math manipulatives can have a positive effect on the learning experience of a child. These manipulatives can help students maintain focus and develop a stronger overall understanding of mathematics (Florence). Students respond well to the addition of hands-on activities versus a strictly traditional lecture method of learning. The sense of touch and handling of objects kinesthetically kindles the interest and imagination of the students and assists in building understanding and beyond drill and stimulus-response method used.

One of the simplest and most commonly-used methods of conceptualizing learning is that of reinforcement theory (Noe 2010: 142). Every time a parent promises a child a toy for being good during a grocery store trip or threatens a teen with being grounded for bad grades, he or she is using reinforcement theory. Reinforcement theory is based upon the assumption that people want to experience as much pleasure as possible and avoid pain. Thus, businesses offer workers bonuses for good work, and issue reprimands (such as docking pay or denying a promotion) for poor behavior.

books, and graphs. But most the most popularized of these learning styles, and most accepted by collages, and teachers alike are Visual, Auditory, and Kinesthetic. To explain the last one, is people that use a hands on

The main idea of this article is to teach teachers how make their own reflections every time they implement a mathematical task as a framework. According to the article, it is very important to reflect teaching individually and with colleagues. Stein and Smith explain that making reflections might be a difficult task to do since teachers do not know where to focus on. They also mention how their experiences with middle school teachers in the QUASAR (Quantitative Understanding: Amplifying Student Achievement and Reasoning) 
project have helped them to see that by focusing on mathematical tasks and their phases of classroom use can assist teachers when making reflections. Another important point that they talk about in this article is the way they explain how important is to focus on mathematical tasks. They explain two ways on how to present a task, in which teachers could either implement lower-level demands or higher-level demands. Lower- level demands consist of letting students memorize procedures without making connections. On the other hand, they describe higher-level demands as giving the students the opportunity to think more in depth, while at the same time making connections. For instance, in the article they show us a picture, where memorization becomes a way to learn that 1/2= 0.50=50% and no connections at all. Procedures with connections, in this case, higher- level demands, are more complex examples. For example, “using a 10 × 10 grid, identify the decimal

In considerations for the various new techniques that have been added to the classroom in aid of learning, the four learning assets I have chosen to infuse are the lecture, videos, discussion/blogs and a test/ quiz component. The vision is that the setup will improve operations and enhance learning. The current LMS is supported by the technical department on staff. The video embedding will avoid trainees and students from having to hyperlink to another page and working through expired links or browser issues.