Dtlls_Theories_and_Principles_for_Planning_&_Enabling_Learning

DTLLS Theories and principles for Planning & Enabling Learning For this assignment I will be considering my position at XXXXX where I have been responsible for planning and delivering of National Vocational Qualifications (NVQ’s) skills training and its related Further Education (FE). Our learners are all in employment and receiving a salary from their respective employers. They are aged between sixteen and twenty-three years old. Academically they range from average GCSE grades up to A grade A level students. They attend XXXXX daily for the first year of their apprenticeship. I aim to evaluate the various learning theories and my rationale for using them while planning, organising and selecting suitable learning materials and activities in both group and one-to-one learning. Behaviourist theorists believe in structured learning and conditioning. Skinner (Scott Baumann Alison 1997 p49-54) developed his law of positive reinforcement believing that learners respond to pleasing stimulus from the teacher, insisting the teaching materials be structured and delivered to a script in a rigid fashion. Learning takes place in simple steps called errorless learning. I think that this may be useful when teaching and learning something that is procedural, but for most situations, stifles and discourages freethinking. Overall XXXXX will appear to be operating in a behaviourist manner during its vocational sessions. Conditioning’s needed to make our learners “workplace ready” instilling positive attitudes towards their own learning, the workplace, product quality and health and safety. The setup and ethos at XXXXX encourages these attitudes, which are then mirrored whenever they have any contact with their employers. In all but a few cases learners start at GTG already having these values, knowing and understanding what the expectations of their employers are and what must be achieved during year one. The “overall behaviourist framework” we work within does not seem imposing in any way because of learners willingness and compliance. Whist the content of the FE syllabus is prescriptive it may also be considered behaviourist; however there is still plenty of scope for teachers to deliver using cognitive and humanist approaches . In his book (Petty Geoff 2009 p7-13) Petty praises the virtues of Blooms taxonomy as a valuable tool that can be applied to almost any learning, from an entire course, to ad hoc one-to-one dialogue with a learner. I use this theory as a model when planning sessions, questioning and introducing new topics. With some well-thought-out inclusive active learning activities, learners can be advanced up the pyramid to the higher-order thinking skills achieving a deep learning state. Teachers can differentiate when asking questions while supporting the less able learners by asking directed questions pitched at the different levels of the pyramid such as: “Can you name the parts of…” “Can you explain the main problem with…'” “Evaluate the best solution for this'” Vygotsky was a communist humanist who lived during the Russian revolution. He theorised about the Zone of proximal Development (ZPD) (Scott Baumann Alison 1997 p64) believing that learning should be a social interaction between a learner and others who have greater knowledge and experience to share. So for those learners who’s ZPD is small and slow-moving, they will benefit from the help of a more capable learner with a larger faster moving ZPD. The ZPD theory is useful to picture individuals differing learning abilities. Another of his theories is that of Scaffolding (Clabaugh Gary 2010 p8). He recommends implementing Scaffolding as a learning tool using language and shared experiences. I have used this strategy with great success when providing support to individuals in a vocational area where a learner needs to overcome an obstacle in their way, hindering their progress during a practical discovery learning session. The scaffolding can be provided equally as well by the teacher or reliable peers. In fact in this class situation I estimate that for every instance where the teacher provides scaffolding, there are an equal if not greater number of instances where it has been provided by peers. The motivational theories of Maslow (Gould Jim 2009 p77-79) and Herzberg (http://en.wikipedia.org/wiki/Two-factor_theory) outline certain basic needs necessary in a learner’s life before they can become intrinsically motivated. Additionally Herzberg also argues there are certain hygiene factors which when missing is de-motivating and need to be fixed. These are old theories originally devised for business and since used in education. They do explain possible causes of demotivation when basic needs are not fulfilled such as being too hot, too cold, hungry, tired or emotionally upset in some way. Dweck’s influential research is current and education based, (Dweck on motivation download, http://www.geoffpetty.com/experiments.html) she suggests that learners are divided into two types: • “Fixed IQ theorists” Those who believe that their IQ is fixed and it cannot be improved through learning, and • “Untapped potential theorists”Those who believe that time and effort spent learning will achieve success. Around fifteen percent of all learners feel they do not fit into either of these groups. This equates approximately to one in seven learners. Giving Dweck’s questionnaire to learners to gauge their thoughts and feelings will identify the fixed IQ theorists, we should then consider them as “at risk”. Dweck claims that it is possible for learners to leave the fixed IQ theorists group if they can start to believe in themselves and have greater self-esteem. Petty claims that teachers need to consider carefully their choice of words when praising students. “Person oriented” remarks can be interpreted by them about their own weaknesses or qualities, having a negative affect; especially if they are hearing others praise and do not feel confident themselves. “Process and task oriented” praise concentrates on good effort, strategy, and work done well. They will then interpret setbacks as being due to a lack of effort and poor strategies encouraging them to buy into the idea that IQ can be increased. Howard Gardners theory on multiple intelligences (www.dmps.k12.ia.us/schools/2Goodrell/MI.htm) is of value when considering students in a class who are all different to one another, to help understand what intelligences individuals have and how they learn. I think there is little value in this theory for me at XXXXX other than when giving individual learning support. Engineering aptitude tests during recruitment ensures commonality of our learners intelligences. They share expectations to learn common skills and underpinning knowledge during year one. Conclusion All of these theories are valuable to enable inclusive learning. Skinners ideas are useful for setting broader parameters for to complete tasks, also of particular use at GTG when learning procedures. For example using expensive and dangerous machinery in the correct manner is procedural to ensure the safety of learners and avoid damage to the machinery. However I would prefer a more humanist or cognitive approach whenever possible. Vygotsky’s ZPD and scaffolding theories are of practical use in learning situations to better understand when to give support, how much and when to stop. He encourages peer to peer teaching, the results of which I have witnessed, are of great benefit to both the learners. Maslow & Herzbergs theories identify aspects in a learner’s life that could have a demotivating effect, I believe that if all learners were to take Dwecks questionnaire and teachers heed Pettys advice, they would be in a much better position to offer individual support and work on changing the fixed IQ theorists attitudes. The Multiple Intelligences theory is not relevant to my work and of limited value. Of all the theories Blooms Taxonomy is the one I feel will make the biggest difference to the quality of my teaching. I can apply it in almost all situations to bring learners to a deep learning state. Bibliography Scott Baumann Alison (1997) Becoming a secondary school teacher Great Britain, Hodder and Stoughton Petty Geoff (2009) Teaching today Cheltenham, Nelson Thornes Clabaugh Gary (2010) The educational theory of Lev Vygotski New Foundations Gould Jim (2009) Learning Theory & Classroom Practice L Exeter, Learning Matters Two-factor theory, Wikipedia http://en.wikipedia.org/wiki/Two-factor_theory (accessed 8/2/2010) Dweck on motivation download, http://www.geoffpetty.com/experiments.html (accessed 18/3/2010) May Goodrell Traditional Plus Middle School (www.dmps.k12.ia.us/schools/2Goodrell/MI.htm)