Reflection On Teaching Style

In school everyone learns differently; however, according to the article The Myth of Learning Styles, “The idea of learning styles is based on a theory… developed in the early 1980’s.” (pg 1.) A lot has certainly changed from the 1980’s as we learn new more material in every class we take. With this being said, someone the scientists referred to in the article “assumed” that learning styles challenged the way of the educational system when in reality, it is simply a myth. Students, like myself, only prefer to process information that they find useful or interesting to him or her. Thus giving us the problems of that teachers may take too long to cover one idea, and students may miss out out on information because he or she did not prefer that learning style.

For years, there have been many theorists who have shared their views on how individuals learn. Such research has determined that individuals have different learning styles. It is important for teacher to understand the learning styles of both themselves and their students because it helps them to relay the subject knowledge to the students. The teacher is in a position where they must be able to assess the learning styles of their students. This means that the students and teachers are both in a process of learning.

Constructivist Learning Theory exists under the focus of cognitive learning and has substructures of the concepts of self- efficacy, self- regulation, and metacognition as it defines how adults learn (Billings & Halstead, 2012, p. 211). Billings & Halstead (2012) explains that learning is considered a transformation in a person from personal experience. It is a continued process that encompasses understanding, clarifying, and applying meanings of knowledge that is developed. The learning theory, constructivism embraces that learning is a development. A learner constructs new knowledge by building on existing information through a process

Teaching theories are as much part of the classroom as the student and the teacher. The effect individual theories have on an environment depends how they are incorporated within the classroom in addition to the influence they have had on the curriculum construction. This essay will briefly look at how motivation theory, cognitive and social cognitive theory along with constructivism have impacted on education and the classroom.

Hudgins, B.B., & Riesenmy, M.R. (1994). Teaching self-direction to enhance children’s thinking in physical science. Journal of Educational Research, 88(1), 15.

Students have their own best way in effectively learning the lesson. With the diversity of students, the problem is each student has a preferred learning style. It becomes undeniably one of the reasons that make it difficult to achieve the best expected outcome out of teachers’ effort. However, teachers try to incorporate various teaching techniques to make every learning opportunity become productive, meaningful, and relevant for the learners.

This assignment will critically reflect and analyse a microteaching session I presented to my peers in a clinical placement regarding Nursing management of chest drains. I will define reflection; teaching, learning and the rationale for choosing this topic will be clearly outlined in this paper. The preparation, planning, implementation and evaluation will also be incorporated. This assignment will be structured using Gibbs (1988) reflective model cited in Modular Training Course, 2003 because of its simplicity. Analysis will permeate through each stage of the Gibbs reflective model. Finally I will conclude by reflecting on my role as a joint practitioner outlining areas of personal, professional growth, identifying my strength, weakness

Three main theories of education exist: behavioral, constructivist, and cognitive. I find myself ideologically aligned most closely with the constructivist approach, yet for reasons to be explored later in this document, find the theory one that can only offer guidance for my actions as a teacher a portion of the time I am working with students. Constructivism means students don’t just absorb information and understand

In this class educators read, researched, and possibly changed their thinking on the following three theories: behaviorism, cognitivism, and constructivism. Throughout these theories educators must include the social cognitive theory. This paper will discuss each theory as to an educator’s thoughts and how they are applied throughout daily teaching in the classroom.

At the beginning of the semester in Education 2110, all of the students in Mrs. Ross’ class were required to take a learning style assessment. This is an assessment that is essential for future teachers to take so that they are able to identify not only how they learn, but also how they will most likely teach. After the students identified what their learning style was, Mrs. Ross suggested that the student’s personal learning style could help determine whether they should go into primary or secondary education. While many of the students already knew what their learning style was, some were just finding out for the first time.

No teachers are similar as well as no students learn in the same way. Every teacher has their own unique teaching style which is based on their educational philosophy, their classroom’s demographic, what subject area they teach, and the school’s mission statement. Up until now, teachers are looking for a system that will engage students in the educational process and will develop the students’ critical thinking skills. Moreover, teachers want the classroom to be in order and in control, but they also want their students to appreciate the learning procedure. These teaching styles can be divided into two approaches – the teacher-centered and learner-centered.

Social constructivism’s origins are largely attributed to Lev Vygotsky (1978). Vygotsky believed that social constructivism is the idea that learning occurs when people are socially active; in other words, learning is created through our interaction with others. In a constructivist style classroom, the focus shifts from the teacher teaching the students to the students teaching each other and having more control over what they learn by asking questions and coming up with their own conclusion on things (2016). This style of teaching can be very successful when the teacher provides enough scaffolding. In a typical classroom, you have a teacher standing in the front of the room lecturing to students while they sit and take notes on the information being given so they can spit it back up for a test they will have at the end of the unit. In the constructivist style classroom, the students are pushed to be more active and engaged in their learning process (Education Theory). The teacher creates an environment where students are urged to speak up and share what they think and have the class run more on a student run process. The teacher’s role in this style is not to sit and lecture information but rather engage students actively to find this information on their own and discover it so that it creates more meaning and provides a better understanding. The main goal in this type of learning environment is problem solving. This style of teaching promotes self-guidance and can even

Constructivist approach explains the ways in which learners make their own personal sense of learning tasks, the environment, the teacher, and the actual process of learning. Constructivism has strong links with humanism, as both are concerned with the individual's search for personal meaning. Humanistic approaches emphasize the importance of inner world of learner and place the individuals at the forefront of all human development. Each learner is seen as a whole person. He assumes his inner world of thought and feeling in relation to others in a personalized learning to become a more active, successful, and well-rounded individual while interacting and cooperating with other learners. Humanistic approach stresses on the affective and cognitive involvement of learners in the process of learning. Teachers' and learners' beliefs, attitudes, and perceptions to the learning and teaching are brought into interaction to generate a consolidating environment for the class to be highly productive. Learners' response to a task is assessed by teacher to

Once we entered the classroom the students all split into small groups. We then found a group, found some chairs, and then had a seat. We asked the students what their names were and then we introduced ourselves. We asked them if they knew what multiplication and division was. They all said yes. I then explained to them that I have a couple of different problems that we are going to solve. But before we did I wanted to make sure that the students understood the slash sign for division. So I showed them a sample problem that used a slash and they all seemed to know that it was a division sign. As a result, I then held up the first one. The students started to blurt out answers but we told them that they are to raise their hands when they know the answer. All of the students knew the answer was twenty five. I asked them how did they know that the answer was twenty five. Three out of the four said they just knew it. One student said that it was because they just added five, five times. The next problem we presented the students did raise their hands. They instantly knew the answer was two. We asked them how they were able to know that the answer was two. They all said that they just knew the answer. I told them that they were to smart for us. For the third problem, the students pointed out that it is opposite of the first problem. I asked them how did they know that. One student said that it was because 5x5=25 so 25/5=5. Basically, the numbers

Teaching is a profession that is considered to be a rewarding challenging and complex role.  An effective teacher does not simply teach knowledge their students and instead aims to arm students with the knowledge, skills, understanding and attitudes that will prepare students for life-long learning. The constructivist theories developed by Piaget and Vygotsky have impacted on the way that teachers teach and this has changed the approach of teaching to place a greater importance on the teacher instead to act as a facilitator of learning in an open, constructivist environment and providing students with the tools to challenge themselves to develop both academically and personally.  The education of students within classrooms of today is