Principles of Learning

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Theories and Principles for Planning and Enabling Learning Assignment Task 1 “The single most characteristic about human beings is that they learn” (Bruner, 1960:113). This may be true, but to what extent do they learn? Lockitt (1997) suggests that both good and bad learning experience can affect learning. By the time learners’ reach adult or further education they would have already met with a range of learning experiences, good or bad. “Many learners wrongly believe that learning comes with age and the older you get the more you know. We can help them overcome this and achieve more from their learning by ensuring they are aware of successful learning techniques right at the start of the learning process”. (Lockitt 1997: 15). Hartley…show more content…
Activists enjoy the present; respond well to immediate experience and short term issues. Reflectors like to think about things and explore all aspects before coming to a conclusion. Theorists like principles, theories models and systems and Pragmatists seek new ideas and are keen to experiment. We can see how Honey and Mumford individuals preferences maps unto Kolb’s original terminology. However for each simplified term we can map a meaning that further simplifies Kolb’s terminology. For instance do, would mean students undergoing a practical activity; reviewing, would entail students exploring what happened; devising rules and procedure, would mean students testing the model in new situations. We can see that students’ learn different ways and we should adapt out teaching strategies to include a broader range of learning fostering progression. Kolb’s (1984) experimental learning theory, applies to teaching and learning activities in a number of ways. The author’s subject specialism is note taking for deaf and disabled students in further and higher education. Kolb’s model aligns well with the leaning activities and resources in terms of the following aspects: For example, at the doing stage, students undertake a practice or mock note taking activity. The teacher then reads a mock lecture and notes are taken. At the reviewing stage, an activity such as critically reflecting on the style and quality of notes taken from a deaf
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