Unit 4 Theories and Principles for Planning and Enabling Learning

2653 Words Feb 1st, 2012 11 Pages
Unit 4 Theories and Principles for Planning and Enabling Learning
Level 4 Theory Assessment

The purpose of this assignment is for me to demonstrate that I can identify and discuss the significance of relevant theories and principles of learning and communication; select and critically analyse the impact of two theories of learning on the planning and delivery of teaching in my own setting; and reflect on the impact that these insights have had on my own practice and professional development.
What is a theory? To me a theory is an idea of how something works. It is a way of explaining to others the concept of the how and why of something. What is a principle? To me principles are my beliefs about something. It is my feelings
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One of the activities I use to inform learners about VASCR (valid, authentic, sufficient, current and reliable assessment practices) can be used in this way. By asking the learners to complete a form they through repetition quickly learn what the acronym means (appendices 1). This is using programmed learning approaches e.g. telling them what I want them to learn, arranging the test in various stages that allows them to learn the information I want and making sure that I give them positive feedback when they have completed the test correctly (appendices 4).
As behaviourists developed and their ideas and concepts became more people related, we enter the Neo-Behaviourist phase.
Neo-behaviourists ‘provided a more human perspective in that they considered the human mind to be selective in its actions and not simply responsive to stimuli’ (Reece and Walker 2000 pg 107). Tolman (1886-1959) believed that organisms were purposeful and selective in their responses to their environment. He felt that in order to study behaviour he had to look at behaviours as a whole sequence. This would allow him to understand how they related and worked together to reach the end goal. Tolman’s work recognises the importance of a curriculum and lesson plan built around the needs of the learner. ‘Students,’ says Tolman, ‘must be granted a variety of opportunities in which to test