Unit_4_Dtlls

Unit4 – Theories and principles of learning and communication Learning theories have been developing from as early as Aristotle, and are still used in modern day education to adapt learning methods to individuals or groups to better enable learning. There are many ways to pass on information to others, which is what learning is, and there are many theories of learning to help teachers do this. The main learning theories can be seen as behaviourism, cognitivism, and humanism, with behaviourism being the starting point of a learners journey, where learners learn by repetition, repeating tasks, responding to stimuli, questions problems etc. The cognitivist theory challenges the behaviourist theory as it includes knowledge in the learning process, and also allows for learning through thought, senses, and experience. It could be seen as the development of a learners journey, where behaviourist methods are no longer effective or stimulating, and allow the learner to explore other ways to gain knowledge other than repeating tasks or responding to the teachers input. Humanism is the third main learning theory, and is one of the most recently developed, and puts more emphasis on allowing for varied behaviour and changing circumstances. It allows the learner to choose their own learning path, speed, and style, requiring less input from the teacher as the learner researches and learns with little guidance other than the primary input. There are many other theories and sub theories, but these three summarise the basis of developing learning theories best. I have seen areas where I have changed learning styles, and am trying out new ways to introduce other learning theories into my work. Predominantly my learners respond best to a behaviourist approach, and it works well in teaching mechanics, demonstrating tasks, then repeating them until it is second nature, but some of the more able students can progress by introducing elements of both cognitivist and humanist theories to their learning. By communicating effectively with the learners I can build a more detailed picture of their knowledge, experience, and capabilities which means that early on in their learning journey with me I can decide how best to progress their learning. Less able students may have to carry on with behaviourist methods for much longer while the capable students may progress on to humanist methods in their second year, doing their own internet research on topics then bringing me their findings to check. I have chosen to look at behaviourism and humanism as they are more relevant to my work than some of the other theories, and are more clearly identifiable as developed stages in a learners journey. I teach 14-16 year old students, many with learning and/or behavioural difficulties mechanics, and recognise how the learning theories fit into my work, and how they may be used to improve my teaching style. Generally I have always taught with an emphasis on the behaviourist approach, demonstrating tasks or procedures, then getting the students to repeat the work again and again until they are capable of passing observations or assessments. This approach can lead to more capable students becoming bored and disinterested, as they already have a background knowledge or experience that is not accounted for. Even add on tasks or extension activities for these learners have traditionally been along the behaviourist approach, as the mechanics industry relies heavily on hands on practical work, with major consequences if tasks are not completed correctly on working vehicles. Recently the course delivered has been changed to IMI, which has more emphasis on research than the old qualification, which will allow me to introduce tasks for learners which will be more humanistic in their delivery, with the emphasis on them doing the work at their own pace, to be completed for extra credits towards their qualification. There are several learners who would not be able to cope with being taught in a completely humanistic approach as they need the guidance due to lack of confidence and ability. These learners may be identified when there are problem solving tasks in exercises, at which point they stop working and cannot proceed until myself or another student has helped them figure out the problem. Wilson (2009) says “ People respond to things around them. Behaviour is learned from things seen around them or from the environment, or that individuals respond to stimuli and that learning and the ability to learn requires a change in behaviour. Learning is mechanistic.” I agree with her statement in relation to my learners who do learn best on their practical work from the behaviouristic teaching methods used. There is more room to develop humanistic approaches in their theory work, as they will learn better finding the information for themselves. Even the most interested 14-16 year old student will switch off when confronted by pages of written material and diagrams. By doing their own research they can access video, moving diagrams, as well as the text based information, and can concentrate on areas that they know they need more information, and spend less time on areas that they already have prior knowledge about. Pavlov, Skinner, Thorndike, all performed experiments to reinforce the behaviourist school of thought on animals, by rewarding or punishing appropriately. In learners reward can be seen as praise, and punishment as constructive criticism. Without either the learner will become disinterested as they are unaware of whether they are making progress. Petty (2004) says “A student whose work is usually marked immediately is more motivated than one who expects to wait weeks for reinforcement in the form of praise, or the knowledge of success” This is because if they receive immediate feedback they know if they need to practice to improve, or that they have passed and do not need to worry about that particular assignment or observation. Feedback can be seen as a form of stimulus, as it evokes a response. “The behaviourist learning theory suggests that we learn by receiving a stimulus that provokes a response. So long as that response is reinforced In some way that response will be repeated.” Reece and Walker (2006) pp81. Praise or constructive criticism will therefore lead to the learner either repeating the task until it is completed satisfactorily, or moving on to the next one for further progression along the qualification route. This behaviouristic approach allows no room for the learner to research their own work or areas of interest independently within the subject matter, which they would need to do so if they were to go on to college or further education. Wallace (2010) summarises that the behaviourist theory can be simplified by Stimulus – Response, and that Watson was one of the first to apply this thinking to humans as well as animals. Wallace states “We modify someone’s behaviour by rewarding or reinforcing the desired behaviour. Conversely, we can use negative reinforcement to discourage undesired behaviour.” This approach is especially relevant in my teaching area with the learners with behavioural difficulties having to be constantly reminded of the consequences of bad behaviour, such as removal from the course, yet the only ‘reward’ for them is to remain on the course and achieve a qualification. For those learners who do not want to achieve the qualification there is no consequence for bad behaviour, as by misbehaving they achieve what they want by being kicked off the course. In the past we have had learners removed from the course for behaviour which has been a result of several different factors, some of which could have been avoided as learners refused to do work, written or practical, merely because they were not in the mood at the time. The humanistic approach to teaching would have benefitted these learners as it would have been more interesting for them, allowing more flexibility in the teaching to cope with ‘bad’ days. The humanist school of learning meets the emotional needs of learners, as well as delivering learning. “The humanistic school believes that emotional factors, and personal growth and development are the highest values, and it argues that these are ignored in a society which is unduly materialistic, objective and mechanistic. Humanistic psychologists believe that society, schools, and colleges exist to meet the needs of the individual learner, not the other way round. They believe that learners should be allowed to pursue their own interests and talents in order to develop themselves as fully as possible in their own unique direction.” Petty (2004) P15. I agree with this viewpoint as it allows a more individual approach to learning, allows the learner to choose their own learning speed and style, although there is still a need for behaviouristic approaches to teach practical mechanical skills in my area of teaching. The majority of my learners respond well to the humanistic approach as it gives them some flexibility in their learning, and they can develop their individual learning style and work at a pace to suit themselves within the time constraints of the course. Too much emphasis can be put on the learners to work to set criteria at a specific time, which may not be suitable for all learners. I believe that a more flexible humanistic approach results in a more confident learner that will be ready to learn when the time is right for them as an individual. It is occasionally better in my view to allow a learner to carry out work not necessarily scheduled, as all their tasks must be repeated several times anyway, rather than insisting they do something they do not want to do resulting in potential disruptive behaviour. This is a form of bargaining, as it then allows me to insist on certain tasks at other times as they have had a choice previously and I point out that they must do the new task to stay on track. The publication of A S Neill’s ‘Summerhill’ in 1960 reinforced the concept of Humanistic approaches developing learners as a whole person, not necessarily more educated, but more capable of being successful in life. These learners will potentially be better equipped to develop as a well-rounded person who could achieve more in their later working life as they have already had experience at making their own decisions, rather than a learner who has learnt purely by doing only what has been asked and no more. Reece and Walker conclude that the Humanistic school of psychology was developed as a reaction against behaviourism as it reduced the concept of the human being, whereas the humanists recognised that the learner was worthy of dignity and the whole person should be developed. The Behaviourist approach to teaching can work well with my learners, especially at the beginning as Y10s, where they have very little experience, and set tasks and expected outcomes channel their learning and fulfil all criteria set. As Y11s with more experience, introducing the Humanistic approach is beneficial as it allows them to develop their own working and learning style and reduces the chances of bad behaviour when they do not want to do certain tasks at a specific time. By this point they have usually developed their practical skills and know what they have to do in order to complete the qualification, and most appreciate being given the choice and responsibility. This must be monitored on an individual basis,, as some learners are not ready to be given a choice, even at Y11, and respond better to a Behaviouristic approach to teaching. Wallace (2010) pp100 writes that in response to which school of learning theory to choose, behaviourist or humanist, “You are the teacher. Part of what it means to be a professional is to take responsibility to weigh up the situation, draw on your theoretical knowledge, and make a choice.” It will depend on the individual learner and their preferred learning style, and only knowledge of the learner can influence which learning style is best for them. This is particularly important with my client group with their associated behavioural and learning difficulties. The wrong choice of learning/teaching style can result in disinterest and bad behaviour, resulting in a learner being removed from the course. Reece and Walker (2006) sum up the learning theories by saying that “ Kramlinger and Huberty (op cit) conclude that humanistic techniques answer the why questions; cognitivist approaches answer the what questions; and methods that are predominantly behaviourist but with some humanist techniques answer the how questions.” I think my current method works well in my teaching situation, as the Behaviourist approach reinforces the practical skills early on in the learners’ journey, and the introduction of Humanistic methods in their second year allows them to develop further as individuals, while still achieving the qualification needed. We can develop learners who have been kicked out of school for various reasons and develop their skills to a reasonable standard in their first year by ‘training’ them, then allow them to develop their research and decision making skills in their second year where practical. The amount of flexibility in the programme will always remain on an individual basis, continually reviewed to ensure it is beneficial to the learner, and if necessary increasing the amount of Behaviouristic teaching to bring the student on track. In conclusion, Behaviourist theory will probably still remain the main theory used in my delivery, although I find Humanistic theory to be beneficial to all students some of the time, and some students all of the time based on their individual learning needs and styles and monitored effectively.