Unit 1

Understanding principles of learning and teaching

Evidence of learning

I believe that learning is a procedure that leads to transformation, which occurs as a result of

experience and intensifies the potential for improved performance and future learning. The

change in the learner may happen at the level of knowledge; attitude or [Link]

takes place when a learner can make links and apply knowledge in different contexts. It is an

uninterrupted developmental process of cognitive skills. Learning is an active rather than a

passive process that is created through experience, observation, and reflection (Kolb, 1984)

in a classroom.

One of the approaches to learning proposes that the learner’s behaviors are molded by the

environment and through negative and positive reinforcement (Skinner, 1976).Having

researched the Constructivist approach of learning ,I have now comprehended that linking

new and existing knowledge enables learners to construct their meaning. Being aware of the

fact that collaborative learning and shared experiences (Vygotsky, 1978) play a significant

role as people learn from each other, I am including such activities in my lesson plan that

enable the learners to share their experience. The zone of proximal development, in this

context, is an important concept and scaffolding (Bruner 19992) a pedagogical approach that

supports the learners. These approaches to learning are further supported by the VARK

model of learning styles which establishes four main types of learners. , auditory, visual,

read/write, and kinesthetic (Fleming & Mills, 1992). I have observed these learners in my
class and every student is unique in that way. I believe that recognizing these styles is

necessary to adopt suitable teaching techniques.

In present times, I believe that the didactic form of teaching has lost its worth as it mostly

results in passive learning. According to a study of primary school students by Ahmed et al

(2012), an Advanced Organizer Model was observed to be more effective than traditional

forms of teaching. The model proposed the use of innovative activities and collaborative

exercises that resulted in higher-level understanding amongst students.

Moreover, I believe that keeping up with the challenges of the 21st century, the objectives

and techniques of the education system have changed such that it is now more likely to

produce individuals who can think analytically and apply their skills in problem-solving. To

have learners who are actively engaged, a teacher has to take on the active role of facilitator

of learning. A key feature that allows active learning to take place is motivation. To

motivate students, a teacher has to take into consideration not only their basic needs but to

create a classroom environment that meets their self-esteem and self-actualization needs.

(Maslow, 1987)

The most popular stimulant in this case is success and the sense of high self-esteem and self-

actualization it gives. Therefore, it is vital for me, as a teacher, to plan activities in which

there is a scope for every student to show some level of success. Here, the SPERT model

(Petty, 2004) of success, purpose, enjoyment, reinforcement, and target setting would be

kept in mind by me for lesson planning and getting maximum learning outcomes.
Keeping in line with students 'needs, I arrange brainstorming and elicitation as stress-free

starter activities where every response is welcomed, giving students’ confidence and

preparing them to learn. I also focus on pair and group work that benefit most students

because with the right management and allocation of roles by me, the burden of

responsibility is divided. The sense of ownership and compassion, these group activities

generate is motivating. Here, a teacher’s role as a facilitator is very important because these

tasks need to be monitored vigilantly for better results.

For learners of every age, role play and stimulation hold great attraction. Learning from this

technique is always interesting and stimulating for my students too, as it draws the

connection to their interest level and makes learning fun. The Medals and Missions

approach (Petty, 2004) is another way that I use to motivate students through positive

feedback and showing them the way forward for improvement.

Besides teaching styles, flexibility also allows for an effective lesson. Employing strategies

to cater to the multiple intelligences (Gardener, 2006) and moving the learners from basic

knowledge to higher-order thinking (Bloom, 1965) are most important. I believe that

flexible planning that can be molded according to individual needs works best.

Assessment is a vital part of the learning cycle. It is a reflection and evaluation of the

students learning progress and my teaching practices. There are two basic types of

assessment: formative and summative. Assessment also serves as a constructive tool that can

be used to diagnose weaknesses and strengths of the learners through diagnostic assessments

to get feedback on what has been learned and to provide a guideline for improvement

through formative assessments and to grade the learning of the students through summative
assessments (Andrew, 2014). Furthermore, self and peer assessments help students to

develop skills of self-analysis and be engaged in their learning (Bennett, 2015). Assessments

also guide me to adopt pedagogical approaches most suitable for the learners' needs.

References:

Ahmed I, Gujjar A and Bajwa N (2012) A comparative Study of Effectiveness of Advanced

Organizer Model and Traditional Method in Teaching of English in Teacher Education

Course, Language in India, 12, p(Assessed 21 Dec,2016)

Andrew (2014), Variety and Drift in the Functions and Purposes of Assessment in K-12

Education, Teacher College Record, 116, p 18(Assessed 19 Dec, 2016)

Bennett, R.(2015),Preparing for the Future : What Educational Assessment Must Do?

Education Training Service,(Assessed 19 Dec,2016)

Bloom, B. (1965), Taxonomy of Educational Objectives.1st ed, New York: Longman, Green

Bruner, J. (1992), The Mind According to Bruner, Educational Researcher, 21(4),p.29.

(Assessed 21 dec,2016)

Gardner.(2006) .Multiple Intelligences,1st ed, New York: Basic Books

Maslow, A.(1987) Motivation and Personality,1st ed. New York, Harper and Row

Petty, G.(2004).Teaching Today: A Practical Guide ,3rd ed, Stanley Thrones

Skinner, B.(1976).About Behaviorism 1st ed, New York: Vintage Books

Vygotsky , L (1978) Mind in Society, 1st ed, Cambridge Harvard University

We don’t learn from experience .We learn from reflecting on experience. (John

Dewey)Building on one's strengths and improving on weaknesses is a part of the learning

process. As teachers, we go through this process when we reflect upon and evaluate our

teaching practice. Observation and the subsequent feedback on the lesson I observed, gave

me an opportunity for self-reflection.

An effective lesson must be built upon the learner’s prior knowledge with clear objectives.

It must be timely managed with clarity of assessment of the learners’ learning including

learning strategies to successfully check for our learners' understanding. The teacher clearly

stated the objectives of the lesson to the students at the beginning of the lesson. She started

with a brainstorming session for recapping the basic rules of changing singular into plural

nouns. The group activity was an active learning approach that facilitated collaborative

learning and peer checking. The activity in its simplicity was effective as it was easy to

understand and the concrete experience (Kolb, 1984) paved way for deeper learning.

However, the roles were not allocated to the group and as a consequence; some students

dominated the task, thus not giving equal opportunity to all the members. Furthermore, the

groups were not equally sized. This resulted in some groups finishing the tasks easier than

others and creating a disturbance in the class. My mentor and I thought that planning

extension work for students who finish early can keep them engaged. Formative assessment

was done when the teacher asked the question to gauge students 'learning during the
activity. The teacher's positive attitude throughout the lesson gave the students the

confidence to ask questions and clarify their misconceptions. Her guidance provided the

scaffold needed to engage the students. The resources used were simple and linked with the

lesson though as the mentor pointed out using colored sheets instead of white would have

made the learning more fun and enhanced students' creativity. All the segments of the lesson

were timed well and the recap session gave students an opportunity for self and peer

assessment.

"To fail to plan is to plan to fail". Benjamin Franklin

An effective lesson becomes possible with effective lesson planning that has clear aims and

SMART objectives. Similarly, teaching strategies which engage students and cater to

multiple intelligences and the whole class are more useful. I hope to include group and pair

activities that promote active learning and incorporate Kolb's (Kolb, 1984)learning cycle in

my lesson plans to make them more effective. I need to understand the changing roles of a

teacher and stay in touch with new research and technologies to make learning fun and

interactive for my students and myself. It is important to reflect on and evaluate my teaching

practices continuously for further improvement in my teaching methodologies.

Fleming, N.D. & Mills.(1992)Not Another Inventory, Rather a Catalyst for Reflection, To

Improve the Academy,11, p,137-155

Kolb, D.(1984) Experiential Learning. 1st ed. Englewood Cliffs, N.J: Prentice-Hall