Application of Learning Theories to Teaching

Application of training Theories to TeachingTHEORIES AND PRINCIPLES FOR PLANNING AND ENABLING acquirementTASK 1 skill StylesLearning courses impact on whole aspect of our lives how we gather information, how we use it and how we link it together argon all determined by our learning style.Nicholls Le Versha 2003, p. 57Learning styles, or cognitive styles, refer to how individuals learn in different ways and atomic number 18 of particular importance to teachers who wishes to create inclusive and effective learning situation. Learning styles atomic number 18 divided primarily, but non exclusively, into the three themes of visual learners, aural learners and kinesthetic learners. Whilst the first classify learns best by seeing information, such as on the board or visually demonstrated, the second group takes in information aurally and needs to hear what is happening. The third group understands best in a hands-on, tactile manner such as holding the materials or practicing w orking with them. The importance of ply for learning styles cogitate to the importance of spirit how best to cater for cognitive instruction. Learning style research has its grow in the humanistic social constructivism generated by Vygotsky and his fol emits. present the stress is on the interaction of socio-cultural factors in the development of the individual and it is wakeful to see how necessary it is to bring out information available to school-age childs at a number of levels and thereby take into account their individual betterment to learning. motive motive is a complex field of operations and can have a huge impact on learner achievement and behavior which center that wantal program line strategies need to be carefully considered. Extrinsic motivation is inseparablely a behaviourist concept in that certain behaviours are support by recognizes, ranging from praise to m unityy. The use of extrinsic motivation in instruct corresponds to Pavlov and Skinners ea rly work in that the reward is used to induce certain behaviours, such as praise for terminate a test resulting in a positive approach to the conterminous text. Intrinsic motivation is more(prenominal) of an internal driving force that may come from factors as diverse as curiosity to enjoyment. It could be argued that advancement of the former concept tends towards competition whilst the latter is more focused on individual achievement through improvement. Competition is often seen as a negative and seen as undermining student motivation (p. 275) in that it de-motivates those who consistently lead as well as providing little incentive for those who already make the grade. Therefore, to encourage and inclusive approach means providing sources of motivation that best match the student but always aim to achieve intrinsic, progress base achievement.Low LiteracyAt a more pragmatic level, the impact of low literacy (and numeracy) upon students confidence and learning can be enormo us. some(prenominal) the cause, be it students with English as a second language, or those struggle with work that is beyond their emotional age or cognitive arrange, it is essential for the teacher to assess literacy levels through a diagnostic assessment and platform accordingly. It may be that students metalinguistic (how language works) awareness can be create up using the subject, such as working through an understanding of acids and alkalis as they relate to beauty treatment. The use of IT as well as text to develop literacy has besides stimulated a vast body of research (e.g. Larson Marsh 2005). This area deserves off the beaten track(predicate) more attention than the brief mention given here, but it is overly an area that may value from an action research approach whereby the literacy strategies of the class are assessed, observed, analysed and acted upon in an ongoing reflective cycle.Classroom EnvironmentThe learning surround and its impact upon students have al so generated a considerable body of literature. Whilst Maslows Hierarchy of Human Needs (1970) looked at a generic chronological succession of responses to environments, a more ho itemisationic understanding of the environments that affect a students learning have been studied by those such as Bronfenbrenner (1998) who conceptualized a variety of ecological systems, from the micro to the macro. The microsystem involves the individuals control interactions with other individuals whilst the macrosystems take into account the socio-cultural values and norms (Krause et al. 2003, p. 264) . The classroom environment not only needs to provide a safe, secure and supportive atmosphere, it also needs to provide an inclusive setting for all individuals which means fetching factors such as gender, race, ethnicity, age and stage etc into condition. Alongside these runs the teachers own learn styles permissive, authoritative or authoritarian (Whitton et al. 2004, 185) and how they respond t o the students.Effective formulation and countersignIf the goal of commandment is to provide learning environments that work for all students, then all the way preparation is an integral cistron. To take oneness part of the teach cycle, supplying, is to look at one aspect of this vast area. In a constructivist paradigm, planning needs to both(prenominal) develop knowledge and play to students strengths. quite than look at this structurally, as in planning using joint groups, whole class or individual working, this section considers interpretations of intelligence such as Gardners fourfold intelligences (Krause et al 2003, p. 201) and Sternbergs triarchic model of intelligence (ibid p. 202). As with learning styles, failure to plan effectively in lay to encourage a picture of cognitive strengths may act as disincentive. Sternberg differentiated between analytic, creative and practical intelligences and suggested applying these to the curriculum. They provide a facil itatory strategy for inclusive statement.TASK 2Engagement possible actionWhilst this has its roots in distance learning and the use of IT (Kearlsey Shneiderman 1999), the premises upon which it is based come forward particularly useful to effective, inclusive planning. One of the primary principles is to plan for authoritative learning through student interaction and provision of meaningful tasks. Secondly, this is essentially a constructivist approach aimed at enabling the individuals variant and internalization of knowledge through guided progression to various zones of proximal development. Thirdly, in common land with situated learning, engagement theory is underpinned by a wish to create learning experiences that intrinsically motivate through exposing students to real-world occupation solving situations. The levels of engagement also relates to inclusive planning for learning styles and multiple intelligences.With regard to planning for engagement, lessons need to incl ude a range of teaching strategies such as questioning, reasoning, analysing, creating and judging. This involves creating practical, curriculum linked situations and designing the lesson around them. For example, one lesson may involve a scenario, analysis of that scenario, role play of the events, creating alternatives and assessing concluding comprehension. This methodology allows for an inclusive approach designed to allow information to be made available to students in a variety of ways and formats.Principles of mandateThis is also a somewhat generic principle yet it applies to teaching very successfully. One of the underlying goals is to set students up for success by ensuring the tasks are age and stage appropriate and that they stretch the student towards their zones of proximal development whilst ensuring successful outcomes. Another aspect of this principle is that students take tariff for their learning. Ownership of ones development has been shown to be a regent(post nominal) motivator and motivation is recognised a key element to learning.Motivation resides entirely in the person motivated. It can be inspired and encouraged by others but not given.Leamnson 1999, p. 54A third element of this principle refers to student choice. Whilst the learning requirements remain the same, the choice of learning strategy, vision use and methodology may be used to allow students to hold their favored approach.Planning to empower students and therefore engage them in their learning once again means catering for all learning styles and planning for choice. Working in the area of Beauty therapy allows for considerable choice of approach and lends itself to practical training. This does mean that resources and activities have to be well structured and plotted before implementation but it also means students can invite a number of ways of achieving the required learning. A criticism is that students allow for not be required to use their less favoured approach and thereby develop areas they feel less confident in.TASK 3 coefficient of reflectionI find that catering for all learning styles is a far more complex area that needs more consideration. For example, at one level catering for learning styles means providing information in a way that an individual can take in. However, at another level, it also requires a more holistic overview that takes into consideration the students socio-cultural values and norms. Therefore, integrating this overview inwardly my planning cycle requires several considerations. For example, it requires the allowing of space and consideration for analysing and assessing the students background knowledge, understandings and value systems. This will strengthen my understanding of how best to authorize with individual students and support their own sense of value and security inwardly the classroom. It is anticipated that this approach will allow for a better consideration of student simplicity and perceptions o f security through providing familiar formats and establishing a comfort zone. As Maslows Hierarchy of Human Needs showed, it is difficult for students to accountability psychologically at a higher level if they do not feel safe and secure within their environment. Therefore, when planning, I intend to not only cover the various learning styles but to integrate this with socio-culturally and lingually inclusive practice. Depending on the situation, this can be as diverse as providing materials in more than one language or selecting cooperative groups with common understandings. This is not to say that the expectations will be lessened. These need to be clearly established and provide the working format for the students. For example, they will be expect to achieve certain goals and be able to effectively communicate or demonstrate their learning.Catering for learning styles is an inclusive strategy as is that of catering for different students cognitive strengths. Consideration of p ractical application of strategies that include the transmutation of multiple intelligences appears to be somewhat over-whelming. Sternbergs triarchic model (Krause et al. 2003, p. 202) simplifies this into a planning procedure that endows each subject with an analytic, creative and practical component. This is particularly helpful for the beauty industry as it encourages an all round interaction both with the information, the practice and the people concerned. As a practical vocation, beauty requires ironlike communication and practical skills and the tendency is to stress this practical element. However, Sternberg reminds us that a triarchic approach is more inclusive and works better for a wider range of people. I would like to bear this in mind when planning my lessons and appreciate that this will demand constant assessment and reflection in piece to be at its most effective.Professional developmentThe following is a professional development plan involving some of the prima ry issues looked at in this essay. It is very much an overview and the course titles are purely to provide statement rather than actual titles. It is anticipated that this will change as the earth of working within particular proposition scenarios provides the benefit of experience. This table is also specific to the area of inclusivity and its associated planning. There are many other areas that would also benefit my practice.Professional Development PlanGOALSCOURSESEXAMPLE THEORIESPROVIDERSDATE make better instructional ProcessTheory into PracticeLearning stylesEngagement and MotivationImprove inclusive planningCultural inclusivityCurriculum linksHow to Apply Theory to Improved PracticeCatering for Learning StylesHow to Empower and Motivate StudentsPlanning to include cultural diversity setting expectations and treating diversity positively opinion for PlanningCurriculum correspondence with inclusive teaching practice favorable CONSTRUCTIVISMHUMANISM AND BEHAVIOURISMVygotskys s ocial constructivismPiagets age and stage theoriesGardners theory of multiple intelligencesSternbergs triarchic model of intelligenceWeiners attribution theoryBanduras behavioural theories of learningMaslows power structure of human needsBronfenbrenners ecological systems theoryEriksons psychosocial development stagesNB there is considerable interaction between the theories/principles listed here and the list is by no means exclusive.ReferencesBronfenbrenner, U. Morris, P (1998) The ecology of developmental processes in R M Lerner (Ed) Handbook of Child Psychology, Vol. 1. Theoretical models of human development, fifth Ed., pp. 535-584, Wiley New YorkKearsley, G. Shneiderman, B (1999) Engagement Theory A framework for technology-based teaching and learning, accessed 28th September 2008, http//home.sprynet.com/gkearsley/engage.htmKrause, K-L., Bochner, S. Duchesne, S (2003) Educational Psychology for teaching and learning, Thomson Southbank, VIC.Larson, J. Marsh, J (2005) Making Literacy Real Theories and Practices for Learning and Teaching, Sage LondonLeamnson, R (1999) Thinking about Teaching and Learning, StylusMaslow, A (1970) Motivation and Personality, second Ed., Harper Row New YorkNicholls, G. Le Versha, L (2003) Teaching at Post-16 Effective Teaching in the A-Level, AS and GNVQ Curriculum, Kogan Page LondonPressley, M. McCormick, C (2007) Child and Adolescent Development for Educators, Guildford Press New YorkWhitton, D., Sinclair, C., Barker, K., Nanlohy, P. Nosworthy, M (2004) Learning for Teaching, Teaching for Learning, Thomson Southbank, VIC.