Learning takes place through the active behavior of the student: it is what he does that he learns, not what the teacher does (Tyler,1949). Primarily, learning can take place in several shapes, theories and methods. The key aspect of the learning process depends on the individual`s learning and cognitive capabilities in addition to the nature of the learning target itself beside the knowledge content. In this paper, I will discuss my learning theory as a student and as a teacher. Particularly, this paper will consist of several general aspects. First, I will summarize general learning theories, second, I will include and explain my exposure to the learning experiences which occurred at several times and in various places. Third, I will explore how people construct their learning knowledge and understanding. Finally, I will embed my own personal learning theory and how it altered and developed through the time with the contributive factors which led to this change.
Learning theories stemmed from Vygotsky, Dewey, Piaget, Watson, Bruner, Kolb and Gestalt psychology. Theories were formed and implemented in action. Various theories developed and became landmarks in the world of learning and education. Behaviorism was constructed by John Watson who believed that behaviors can be monitored and measured and that the learning acquisition can happen in the form of a new conditional behavior. Cognitive theories stemmed from the Gestalt psychology in Germany in 1900 and developed to cognitive theories which believed in focusing on the contributive factors which promote the learning process where the learner is more important that the surrounding environment itself. Special focus was dedicated to the intelligence and cognitive developmen...
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...aspect, the Community of Practice learning was an illustrative model of Wenger`s and Lave`s model where learning took place in an educational societal structure. The community of practice key learning elements were the base of an effective learning experience such as cooperation, willingness to learn, share in the core target and effective social communication. Other elements such as organization, dedication and relationship trust can all lead to experiential learning as stated by Wenger and Lave ‘the purpose is not to learn from talk as a substitute for legitimate peripheral participation; it is to learn to talk as a key to legitimate peripheral participation’( Wenger & Lave 1991).
My Community of Practice learning experience stimulated my curiosity and creative and channeled my energies positively. Primarily, the encouraging and learning from all the students
Behaviorism, or learning theory is one of three “grand theories” of human development. The focus of behaviorism is observable behavior, with no reference to mental processes. As a learning theory behaviorism, assumes that learning occurs via interactions with the environment, through the process of conditioning.
Palmer noted community was not traditionally valued in objective based education. Palmer believed community is useful as students seek meaning with the resulting transcendent communal greater than sum of its parts. Community may be based on the student, teacher, patient/family, school/institution, community, nation, or world.
Tinto, V. (2000). What have we learned about the impact of learning communities on students?
Learning is a cognitive process which involves generating linkages between concepts, ideas, skills elements, experiences and people. This process requires the learner to make meaning of something by creating and re-working patterns, connections and relationships. From various scientific studies, it has been proved that this cognitive process is largely premised upon mental capabilities and development of the brain (intime, 2001). For people to actualize their ideas and creativities of their minds, learning is inevitable. However, the ability to learn is dissimilar for all people- some learn faster than others. This infers the notion of learning patterns. In simple terms, learning patterns can be defined as forms through people learn.
Learning is defined as a permanent change in attitude or behaviour that occurs as a result of repeated experience (Sims & Sims, 1995). Understanding one’s learning style has many advantages as it can help one to identify the learning method or activities that can help to optimise the learning experience. It has been suggested that the importance of one’s learning style has been identified through studies and research on how one can maximise the potential for success and further learning development (Honey & Mumford, 2006). Learning styles are unique to each individual and are developed in childhood (Chase, 2001). We all have different personalities; therefore we all have preferred learning styles that suit us best. The way one learns depends on preference. Some learn by observing, listening and imitating others and draw conclusions from their experience. There are several factors that affect our learning style; for example, background, culture, religion and environment can have a major influence on one’s learning.
Community is like a Venn diagram. It is all about relations between a finite group of people or things. People have their own circles and, sometimes, these circles overlap one another. These interceptions are interests, common attitudes and goals that we share together. These interceptions bond us together as a community, as a Venn diagram. A good community needs good communication where people speak and listen to each other openly and honestly. It needs ti...
Another theory which is related to the resource is the Cognitive theory of learning and development.
Learning is a process that individuals face every day, whether it is in classroom, at work, or surfing the Internet, but each person has a particular style in which they prefer to accomplish this learning. An individual’s learning style is the manner in which that person finds learning to be the easiest for them, and while many individuals have a primary style, everyone uses all the learning styles in various combinations throughout their day and life.
The first principle of community of practice ‘situated learning’ is known as “socio-cultural phenomenon rather than an isolated activity in which individual acquires knowledge from decontextualized body of knowledge” (Barab & Duffy, 2000; as cited in Buysse, 2003, p. 267). This principle renders a change that stimulates forces for collective and collaborative learning among the member of communities of practices (Mittendorff, Geijsel, Hoeve,
Learning is acquisition of knowledge or skills through experience, or study. Developments in neuroscience and cognitive psychology have presented new ways of thinking about the brain and its relationship with learning. Brain based learning is motivated by the belief that learning can be accelerated and improved if educators base their teaching practices on how the brain processes learning. A learner can learn in a particular way or in a combination of ways. Learning techniques which encourages students to ask questions equips learners with curiosity and help develop critical thinking. Every child has unique learning and psychological profile (Garnett,
Learning is defined as a, "relatively permanent change in an organism's behavior due to experience" (Myers, 2010). The purpose of this paper is to present a critical analysis of the different theoretical approaches and explanations for learning through an examination of the theories of behaviorism, social learning and cognitive. I will investigate the principles and postulates of each theory, their strengths and their weaknesses. It is my belief that because each theory is best applicable to varying types of learning, it is best that a combination of each is used to provide the most complete learning experience.
This theory is concerned with how individuals learn large amounts of meaningful material from verbal/textual presentations in a school setting in contrast to theories developed in the context of laboratory experiments. According to Ausubel, learning is based upon the kinds of super ordinate, representational, and combinatorial processes that occur during the reception of information. He also explains that new learning or acquisition of knowledge is related to relevant ideas in the existing cognitive structure. Cognitive structures represent the residue of all learning experiences; forgetting occurs because certain details get integrated and lose their individual identity.
Thought out our lives, we are faced with many different learning experiences. Some of these experiences have made a better impact than others. This can be attributed to everyone’s different multiple intelligences or learning styles. A persons learning style is the method though which they gain information about their environment. As a teacher, it is our responsibility to know these styles, so we can reach each of our students and use all of the necessary methods.
When you step back and look at the big picture of life, you will notice that the concept of learning plays an essential role in it. What you learn and how you learn is your key to life success and it can open a multitude of doors for you along the way. Learning, however, is routine and much like other activities that are routine such as brushing your teeth or eating meals, you begin to think less and less about what you are doing or how you have been doing it. I never actually put too much thought into how I learned or the origins of my learning experience, but after reflecting on the ideas I have been able to clearly identify the manners in which I have learned and how I can transform my learning experience