Ptlls_Assignment_2

Assignment 2 Main behaviour theories * Behaviourism – In a behaviourist approach, learning should progress step-by-step and build on previously learned material. In the early stages the learner should be regularly rewarded when correct responses are given. This feedback stimulates motivation to continue. Learning is reinforced by rewards and knowledge of success. * Gestalt theories – Learning through insight. When the student suddenly becomes aware of the relevance of the behaviour or learning. We have all experienced a sudden flash of inspiration – and this a form of insight. The characteristics of insight are that the solution to a problem comes suddenly, the solution can be applied to similar problems in different contexts and the solution can be retained over a period of time. * Cognitive theories – Learn by acquiring new information, which enables the learner to evolve and transform their existing knowledge and then check out and apply the new state of knowledge to new situations; and so the process goes on. It is essential that the learner has a fundamental understanding of the underlying principles of a subject. * Andragogy – Learning is a total personality process; life is a learning experience; true education is individual and about personal growth. Self – directed learner. * Autonomous learners – and this means most adults, most of the time – sometimes formally, often unconsciously, set objectives and define criteria for their achievement. Autonomous learners know, or find, where and how and from what human and other resources they may gather the information they require, collect ideas, practice skills and achieve their goals. Each group of learners is different from the next. Each student is different from the next. Each student is an individual with his or her own goals and expectations. At the beginning of each new group of learners I will start by getting to know each individual’s learning needs, their motives for joining the course and so on in order to support their learning more effectively. I will always have my lesson plan as a guide and follow three main domains, psychomotor, cognitive and affective learning. By delivering a range of teaching techniques such as demonstration, Q&A, Lecture throughout each lesson, I hope to captivate each individual students interest and motivation throughout to ensure my classroom is a place they want to come back time and time again to learn. Students differ when it comes to behavior and respect for others, therefore establishing ground rules will need to reflect this difference. Group discussion of expectations and incorporation of all views ensures that every student feels heard and included. This form of inclusion facilitates a memorable establishment of ground rules, which are individually as well as collectively meaningful. I see ground rules as mutually agreed reciprocal arrangements where others views and needs are appreciated and valued. This creates a safe and respectful space in which all participants have the opportunity to benefit from the learning experience. Examples of my own rules in the classroom would be: * Being punctual * Respecting health and safety regulations * Not interrupting fellow students * Respecting other peoples contributions * Only have one conversation at a time in the class * Respect others cultural and religious traditions, beliefs, values and languages. To work with the dynamics of the group I will pair or group up more able learners with less able and challenge more able students with more difficult questions and simplicity questions for the less able students when lecturing. During each lesson I shall communicate on a one to one basis with each student on their progress through each part of their module. Giving feedback in a positive and constructive manner and always encourage and praise them. Ask for their feedback by providing them each with a post it note to write down one thing they did well and one thing to improve on from the lesson. This gives me individual feedback that I can work on for the next lesson.