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strengths and benefits of learning styles
motivational theories in learning
influence of learning styles on teaching
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The question of how students learn best has fueled a controversial debate within the field of educational psychology and instructional design. There is limited consensus as to which type of instructional technique best supports conceptual learning. Instructional techniques cover a wide spectrum of guidance that ranges from direct instruction, which often encompasses the use of lectures and worked examples, to pure discovery learning which includes little to no teacher guidance at its most extreme interpretation. Research on cognitive load theory and motivational strategies have both touted the benefits and criticized elements of both these instructional techniques (Hiebert, Carpenter, Fennema, Fuson, Human, & Murray, 1996; Kirschner, Sweller, & Clark, 2006; Kuhn, 2007; Sweller, 1988), creating a muddled path for researchers and educators to manage for themselves. In following the scientific and practical contributions of Pasteur (cite?), both field researchers and classroom educators would benefit from empirically supported and well-reasoned arguments on how instructional techniques can be used to maximize learning through motivation. The combination of both a psychological and educational understanding of how instruction influences learning would result in a less fragmented, more comprehensive focus for future research and current classroom application. Research comparing instructional methods often pits one technique against the other in hopes of determining a clear winner, however, such arguments do little to advance the field to a deeper understanding of how such techniques work separately to achieve similar goals. Often, contrasting perspectives of instruction have much to offer and the goal is to use the strengths of both ... ... middle of paper ... ...Psychology, 95(4), 667-686. Pintrich, P. R., & Schunk, D. (2002). Motivation in education: Theory, research, and applications. Upper Saddle River, NJ: Pearson. Posner, G., Strike, K., Hewson, P., & Gertzog, W. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Educational, 66, 211-227. Schmidt, H. G., Loyens, S. M. M., van Gog, T., & Pass, F. (2007). Problem-based learning is compatible with human cognitive architecture: Commentary on Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 91-97. Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12, 257-285. Sternberg, R. J., Torff, B., & Grigerenko, E. L. (1998). Teaching triarchically improves school achievement. Journal of Educational Psychology, 90, 374-384.
Trends and issues in instructional design. (2nd ed.). Upper Saddle River, NJ: Pearson Education, Inc. http://psychsoma.co.za/.a/6a00d83420c4f053ef010535ca953c970b-pi http://www.longleaf.net/ggrow/SSDL/Apply.html
When students experience intrinsic motivation, they are more likely to experience deep learning that is retained. This is in contrast to student learning that is based on extrinsic motivation, such as receiving grades or other tangible rewards. Wlodkowski and Ginsberg (1995) note that external motivation is difficult to sustain. In order for students to make sense of what they are learning and achieve intrinsic motivation to learn, teachers need to focus on students’ background experiences, what they bring to the classroom, and importantly, their culture (Wlodkowski and Ginsberg, 1995). Fisher and Frey (2012) suggest a student’s background is important to consider when determining text complexity. Wlodkowski and Ginsberg (1995) offer an intrinsic motivational framework including four conditions: enabling inclusion (everyone should feel welcome in the lesson), developing attitude (offer choices and give students the power to decide what they will do), enhancing meaning (focus on meaning for individual students), and engendering competence (supporting the student based on their background and allowing students to assess their own work). Indeed, in the state of Pennsylvania, teachers are evaluated using the Danielson Framework for Teaching and to be rated as “distinguished” is to have a classroom in which the students are intrinsically
Wang, S.‑K., & Han, S. (2001). Six c�s of motivation. In M. Orey (Ed.), Learning, teaching, & technology. Retrieved September 15, 2002, from University of Georgia, Dept. of Instructional Technology Web site: http://itstudio.coe.uga.edu/ebook/6csmotivation.htm
Keller, John M. (2006). What Are the Elements of Learner Motivation? Retrieved July 4, 2011
Teaching theories are as much part of the classroom as the student and the teacher. The effect individual theories have on an environment depends how they are incorporated within the classroom in addition to the influence they have had on the curriculum construction. This essay will briefly look at how motivation theory, cognitive and social cognitive theory along with constructivism have impacted on education and the classroom.
Vosniadou S. (1996) TOWARDS A REVISED COGNITIVE PSYCHOLOGY FOR NEW ADVANCES IN LEARNING AND INSTRUCTION. Learning and instruction,6( 2), 95-109.
Motivation is the most important factor that educators can target in order to improve learning. Numerous cross-disciplinary theories have been postulated to explain motivation. While each of these theories has some truth, no single theory seems to adequately explain all human motivation. “Superman and Me” by Sherman Alexie explains Alexie’s life as an Indian boy and how he first learned how to read, his intelligence compared to classmates, and his career. Author Mike Rose revisits his high school years in his essay, “I Just Wanna Be Average.” Rose explains how his teachers were indifferent about students and resorted to verbal abuse and physical discipline. Until a new english teacher arrives,
Krause, K, Bochner, S, Duchesne, S & McNaugh, A 2010, Educational Psychology: for learning & teaching, 3rd edn, Cengage Learning Australia, Victoria
In the preface to the second edition of The Conditions of Learning, Gagné commented further on this shift to the information-processing model of cognition and it’s influence on his approach to designing instruction. He stated, "I consider this form of learning theory to represent a major advance in the scientific study of human learning" (Gagné, 1977). In 1989, Michael J. Striebel noted, "Instructional design theories such as Gagné's theory, take the cognitivist paradigm one logical step further by claiming that an instruction plan can generate both appropriate environmental stimuli and instructional interactions, and thereby bring about a change in cognitive structures of the learner (Striebel, 1989).
Ormrod, J. E. (2012). Essentials of educational psychology: Big ideas to guide effective teaching, 3rd, ed. Boston, MA: Pearson Education, Inc.
Olson, M. H. & Hergenhahn, B. R. (2013). An introduction to theories of learning. Upper Saddle River, NJ: Pearson.
Kameenui, Edward J., and Deborah C. Simmons. Designing Instructional Strategies: The Prevention of Academic Learning Problems. Columbus, OH: Merrill Pub., 1990.
Duchesne, S., McMaugh, A. Bochner, S, and Krause, K. (2013) Educational Psychology for Learning and Teaching. 4th Edition. South Melbourne: Cengage Learning.
Inquiry is an interactive way of learning. Students are actively engaged in their studies. Inquiry involves student-centered activities focusing on questioning, exploring, and posing explanations. The goal of inquiry is to introduce a new way of learning where students can learn about the world around them through active engagement in real-life examples. Inquiry based learning can be incorporated into all academic subjects throughout the curriculum. Science could possibly be the most effective subject to incorporate inquiry.
Motivation is really important tool in a learning environment. Also motivation effects student learning and their behavior as well. It directs behavior towards particular targets. Also it effect the decision which students takes. In motivation mainly we have two types which is intrinsically and extrinsically being motivated. For example: when a student is intrinsically motivated they just do it for themselves not because of the reward that they will get back. It’s just because they have their own interest and they enjoy doing that. On the other side, when a student is extrinsically motivated they just do it for the reward that they will get. That’s why in learning process it’s important that each student should