The Nature Of Teaching And Learning

Michael W. Apple was born in 1942 to a working-class family in the midst of labour movements situated in New Jersey. During the desegregation movement of the 1960s Apple taught in elementary and secondary schools in the district of Harlem, New York City. Apple saw the effects of systemic racial and class-based discrimination through the institutionalization of political, economic, and cultural inequalities (Ward, 2013, para. 1-2). The realization that schools are not neutral institutions informed some of the most central questions of his life’s work: Whose knowledge is taught? Whose knowledge is not taught? Who benefits from education? Who does not benefit from education? What can we do to change education so it is more critical and democratic? What can I learn about other peoples work that helps me write and think about this? (Michael Apple: Educación democrática, 2011)

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.

Within the Inspiring Education document, the vision for core competencies in 21st century learning requires a “shift away from traditional dissemination of information and re-call of facts” (Alberta Education, 2010) and instead focuses on student centered learning models of inquiry and discovery. This shift in educational practice requires students to acquire new abilities and focus on “higher-order thinking skills, deeper learning outcomes, and complex thinking and communication skills” (Saavedra, 2012) and involves teachers creating appropriate instructional and assessment practices.

I strongly believe that there is an urgent need for new pedagogies that develop 21st century learning for students as they prepare for their future. Schools should be looking at rethinking purpose, pedagogies, curriculum, structures, assumptions and expectations. The old pedagogies persisting into the 21st century are no longer relevant. What’s needed is a 21st century pedagogy which will serve as a paradigm that reflects a strong and creative commitment to relevance and quality learning and teaching (Whitby,

Comprehension as a process is an intriguing phenomenon. The ability to understand a particular student is affected by inevitable factors such as age and intelligence of that individual. The method employed during teaching is a constant factor. The intelligence quotient varies between various individuals. It is, therefore, paramount to always employ an effective means of teaching. This entrusts a feeling of equity ascertaining that all students acquire a minimum preset level of comprehension of the subjected lesson. The forged policies and pedagogy is a by all means a basis of universal teaching that can encompass a qualitative learning process. This can be achieved by several factors such as learning some characteristics of

“How Are Educators Responding? The New Zealand Ministry of Education dines five key capabilities for living and lifelong learning listed as: Thinking, using language, symbols, and text Managing Self-Relating to others, and Participating and contributing” (Crockett). These required skills can also be found in Common Core. Common Core is what a student, K-12, should know in math and English language arts when they transition to each grade. These standards are frequently found in the college and career world worthless. There is a gap in between what college instructors want from their students because of what Common Core taught. College instructors, according to ACT Inc., found that students in middle and high schools are mainly summarizing author's ideas and analyzing source text, but college instructors want students who can “generate sound ideas - a skill applicable across much broader contexts” (Strauss). This is directly related to what 21st century student’s skills should be. “So, according to the folks we’ve asked, the consensus is that students need transparency-level skills in these areas: Problem solving, Creativity and, Analytic thinking, Collaboration, Communication and, Ethics, action, and accountability” (Strauss). Each particular skill has a reason for being on this list. Problem solving is for situations that we cannot conceive right now. In addition, those who are skilled in this area are more likely to not be watched by the higher up more than others. Creativity is something that Common Core diminishes. If you ask a student what creativity is most responses will be, “expression” or “uniqueness”. This is very important to the first skill because thinking outside the box can help find much better solutions. Collaboration and communication go hand-in-hand. Work forces of the future will all be connected through all

There are, though, some similarities between the two theorists. Both dealt with the concept of human motivation. And Skinner, unlike pure behaviourists, did accept that internal processes should be taken into account. Both believed that feedback on actions is important, and both are still, to this day, highly influential in the This literature review will identify two key theories, within the field of education and learning. Consideration will be given to their similarities, differences, strengths and weaknesses, and how they impact on learners when used in practice. The review will examine both humanism and behaviourism, focusing on the work and findings of Abraham Maslow and Burrhus Frederic Skinner. While both theorists have had a profound influence on developmental psychology and education, they hold very different theories and applications.

By focusing on the mental processes students need – on the journey, rather than the result, the skill rather than the content –as the world continues to develop at a faster and faster rate he believed that future graduates would have the skills we will need. While the book for its new approach is praised by educators and parents worldwide and its open disapproval of a test-based educational culture, little, if anything has changed.

This assignment is going to discuss why England has a National Curriculum for primary education and to what extent does the National Curriculum 2014 for English reflect current theories of teaching and learning. In the first part of this assignment I will consider: why England has a National Curriculum for primary education, the history that led to the production of the National Curriculum, why a new National Curriculum was introduced in 2014, and the advantages and disadvantages of having a National Curriculum. In the second part of this assignment, I will focus on the new curriculum framework for English, more specifically, the framework for reading and speaking and listening. I will explore the three main current theories of teaching and learning that the frameworks for reading/speaking and listening reflect: Behaviourism, Cognitive Constructivism and Social Constructivism. I will look closely at the principles of the three theories, analyse their impact in the class room and evaluate their overall importance on teaching and learning. Overall, this assignment will give an overview of the progression of the National Curriculum and the current theories of teaching and learning that are impacting classrooms today.

Teaching and Learning consists of various different theories that educators may or may not feel applicable to their individual philosophy. There are bits and pieces of a variety of theories that many educators feel are important in the classroom. The purpose of this paper is to explain the personal learning theory and how it is applied in a classroom. After an educator takes the time to research and do further learning by reading a variety of written books, the educator may or maynot change things in the classroom or focus on a different topic that they had not previously focused on in the past.

The development of Assessment for learning (AFL) within a classroom setting is based on the assessment of a student’s work and understanding of the subject. These assessments are based on where the students can assess themselves whilst

At Indiana University, I have an graduate assistantship in Residential Programs and Services (RPS) as a Graduate Supervisor. The residence hall that I supervise is Forest, located on 1725 E. 3rd Street. Paul Hafner is my supervisor. Being a Graduate Supervisor, I have learned that I play a key role in developing residents academically, mentally, and socially. A resident's growth and development can be achieved in a variety of ways. Being a graduate supervisor, I have adopted the philosophy of learning reconsidered.

Assessment is a central point for teaching and learning as it is used to evaluate and develop “teaching and learning processes and outcomes” (Gordon, Rice & Heincke, 2012). Previously assessment was exclusively summative but has evolved into three areas of assessment; diagnostic, formative and summative assessment (Gordon, Rice & Heincke, 2012). The Board of Studies New South Wales (BoS NSW, 2012) supports this view outlining teachers shape their teaching by evaluating student learning and understanding. It focuses on the effectiveness of learning as more significant than attaining a higher grade. In Standard 5.1 of the Australian Professional Standards for Teachers [APSoT], the Australian Institute for Teaching and School Leadership ([AITSL], 2011), supports teachers using a range of formal and informal assessments to determine student learning and understanding. Hein and Price (as cited in National Research Council, 2001, p. 24) claim that students can be informally assessed at any time since the students are constantly learning, therefore, their actions and responses provide a myriad of opportunities to be assessed.

The ways in which children learn is variable, learning practices and singular theories cannot explain by themselves the very process of learning but gives some idea when these theories are viewed simultaneously; working through the limitations and expressing the benefits held across the theoretical principles. This assignment will analyse and critically evaluate behaviourist and cognitivist theories in terms of learning and education; reflecting back on application to a classroom environment. This assignment delves into areas of behaviourism developed by Skinner, Bandura, and Pavlov to name a few; which mainly works on the principle expedited by Pavlov, taking the name ‘Classical Conditioning’ of learning; which can be linked back into classroom practice; for children need to feel that they are in a positive, inductive centre of learning where they associate the positive environment with the educational situation they are placed within (Alan Pritchard, (2009)). The other side of the coin however delves into the constructivist or cognitivist theories developed by such theorists as Piaget, Vygotsky and Bruner. Cognitivist theory mainly focuses on learning as a social principle, in which the learning is the responsibility of the students, who receive and organise their information, with the teacher acting as a facilitator who scaffolds the learning process. This can be linked to classroom practice in terms of ‘Active learning’ and ‘Social transmission’, in which the children

The learning experience should be that of a collective nature where students are able to indiscriminately relate to the information, re-teach the information and have a balanced incorporation of all the learning centers in society; including the home and the church. The goal of this incorporation is to create a balanced learning environment that facilitates holistic development in the young mind. As professionals entrusted with the shaping of young minds, teachers must facilitate learning and personal, spiritual, ethical and academic development. My philosophy for education is a multi-part philosophy that encapsulates the idea of holistic and inclusive learning. The philosophy caters for the overall shaping and development of the young mind and includes aspects of balanced training, incorporated teachings and it generally focuses on training students to become teachers.