The essay will help in understanding the role of educational displays as an ultimate way of setting the environment to promote the desired learning outcomes among students who are learning English as their second language (ESOL). Riddell (2003) stated that it is nearly impossible for educators to create the perfect learning environment. Many learning environments have been created to respond to the stipulated learning theories. According to Robbinson & Molina (2002), the theories mainly base their arguments on physiological and sociological factors which are found in the immediate environment. Learning environments are therefore understood as pedagogical philosophy, curriculum design and social climate. Generally, learning is the actual acquisition …show more content…
These mental processes include thinking, memory, knowing and problem solving unlike in behaviourism theory which bases its judgment on the degree of learning on the changes in behaviour. In cognitivism theory, one focuses on the study of the mental process and can make use of the gathered information to tell if learning has occurred. This theory perceives the mind as a black box which needs to be opened so that it can be explored (Ertmer & Timothy, 1993). It believes that the mind receives information, processes it and then produces some kind of response which can either be stored in the mind or be exhibited through behaviour. Generally, knowledge can be viewed as schema where mental constructions are organised in the mind. It is made possible when the learner is actively involved in the learning process and the actions exhibited afterwards are a result of thought which have been stimulated by the information which has been given to the individual. When designing a learning environment to fit this kind of theory, I will be able to encourage curiosity, provide inquiry oriented theme topics and present knowledge in a staged scaffolding. This theory provides knowledge as absolute and …show more content…
They like to learn in an interactive way, where they can visualise materials during the lesson, and enjoy a kinaesthetic approach to learning. Inclusive learning addresses different aspects in teaching which are helpful in ESOL learning and teaching environment. They are described as attitudes, approaches and techniques to evaluate student’s performance and promote effective learning environment. To achieve aims and objectives of the learning process, initial and formative assessments are conducted through group work. Quizzes, questionnaires, worksheets and handouts are given to students to practice them in the class according to the topics. As an ESOL teacher, adopting inclusive learning approach is at times becomes crucial, because students learning experience varies prior learning. They have different levels of assimilation due to the nature of diversity in groups. I plan my teaching to ensure that teaching style should meet students need and they learn effectively. Knowing the needs of my students through assessments and ILPs help me to plan my lessons accordingly.
Methods in teaching and learning process can include ice breakers, brainstorming, differentiations, reflectors and flexible
...e into consideration the characteristics of young English language learners and their language development, the learning conditions that are most effective for these learners, and the kinds of instruction that best meet their needs.
The theory of constructivism rests on the notion that there is an innate human drive to make sense of the world. Instead of absorbing or passively receiving objective knowledge that is "out there," learners actively construct knowledge by integrating new information and experiences into what they have previously come to understand, revising and reinterpreting old knowledge in order to reconcile it with the new (Billett 1996). The cognitive structures that learners build include procedural knowledge (how--techniques, skills, and abilities) and propositional knowledge (that--facts, concepts, propositions). Often neglected are dispositions--attitudes, values, and interests that help learners decide: Is it worth doing? Knowing how and that is not sufficient without the disposition to do.
SUCCEED draws primarily on the cognitive and constructivist learning theories. The cognitive learning theory espouses that the human mind is complex in nature and must be the central focus of any learning model. According to Learning Theories Knowledgebase (2010), “Mental processes such as thinking, memory, knowing, and problem-solving need to be explored” in order for educators to best address learning needs. According to this theory, learners are like a computer. New information serves as the input, the brain processes the information, and the output is observable behavior that results from new understanding. It is important to note that behavioral outcomes are not the result of stimuli, but rather the mental processes that take place within the brain. These processes make information meaningful by relating it to prior knowledge, organizing it, and s...
Watching a young child grow from infancy to toddler hood, we marvel at the amount of learning that has allowed her to understand her expanding environment. Those early years provide the basis for language, physical dexterity, social understanding, and emotional development that she will use for the rest of her life. All of this knowledge is acquired before she even sets foot in school! This child has taught herself by gathering information and experiencing the world around her. This is an example of constructivism. Constructivism emphasizes the importance of the knowledge, beliefs, and skills an individual brings to the experience of learning. It recognizes the construction of new understanding as a combination of prior learning, new information, and readiness to learn. Individuals make choices about what new ideas to accept and how to fit then into their established views of the world (Brooks & Brooks, 1995).
In order for inclusion to be beneficial the teacher must be aware of what the students needs are and accommodate to the needs. A benefit discussed is, students with disabilities are able to interact with normal students. This allows them to build their communication skills and prepares them for the interactions they will face when they are in the real world. It also allows the normal students to be aware that there are students with disabilities and will allow them to help make the society inclusive. Lawrence also believe that teachers will benefit from their inclusive classrooms, because it will develop their teaching skills, they will learn how to accommodate with their students with learning disabilities. It will also be beneficial for general education teachers because it provides an opportunity for general education teachers to collaborate with special education teachers and also parents to insure they are following the students IEP to promote the best learning opportunity for the
A. Behaviorism, constructivism and cognitivism are relatively common theories used in the classroom as ways to approach student learning. Behaviorism focuses on observable behavior, such as students answering questions correctly, or being able to follow directions to complete a task as instructed. Characteristics of a classroom that uses behaviorism might be memorization of facts, writing vocabulary words, or a token reward system to inspire the desired behavior and decrease undesired behaviors. Constructivism, as indicated by the root word “construct,” focuses on the construction of new ideas, or expanding on what is already known. Students in a classroom using constructivism as a means for learning might seem more actively engaged in the learning process; they often learn something new through applying what they already know about the content area, and exploring new matter to further their understanding. This type of classroom often uses hands on manipulatives to allow students to actually build, create, or experiment with what they are learning. A cognitivism approach to learning might be explained by the minds capacity to process information – such as how a learner might remember something, retrieve information, or store new concepts. Learning through this method often depends on how the student processes what the teacher is presenting. Classrooms using this approach might incorporate learning strategies that help students categorize and sequence information to assist with processing. Like constructivism, it can be an active style of learning.
In this essay I will reflect upon the inclusive learning environment, i intend on reflecting this by researching, reading, extending my own knowledge and a recent exemplar visit. The main issues i have chosen to cover throughout this essay are inclusion, children’s learning and the environment. Issues i will also cover are Special Educational Needs (SEN), Every Child Matters (EMC), Diversity and legislations. I intend on doing this by arguing, analyzing and discussing the inclusive learning environment. Inclusive learning environments can be varied from the school environment to the home environment. Both having a significant impact to a child’s learning. The environment within schools needs to be stimulating, creative and enjoyable for all children to learn in. Effective classroom organization, interaction between both staff and children are essential to the inclusive learning environment.
Without elaboration, outline strategies that may either make your organisation a Learning Organisation, or improve its performance as one.
Education systems and services are integral to setting up a learning environment that maximises teaching and learning. I agree with Munro (2009) that being aware of what services, programs and support staff are available will be of great benefit to the learning environment, students and professional learning. I believe that adopting individual education plans, students learning profiles and modifying the curriculum can reduce the concern that some researches express that students are still being segregated from the classroom environment due to their “special learning needs”. These concerns are reduced by developing practices and adaptions that promote inclusion. I also believe that it allows for continual monitoring of students learning and progress and encourages critical reflection of teaching practices. Material and human resources that education systems provide encourage further professional development and practical ways to make adjustments and adaptions to classroom practices. I believe with the support of these systems inclusive education can be integrated seamlessly into my daily practice.
Try visualizing how the environment transforms the lives of individuals on a daily basis; also ask yourself how it adversely affects learning. Common people should be able to conclude a few illustrations to how it is relevant to learning. By reason, the environment evolves correspondingly to humans and has many aspects which should be contemplated as an important component in learning. It is continually altering side by side with technology as well as presenting instructors improved capacity to teach and it has habituated a major convenience to those with specialized needs to benefit from education. The environment plays imperfect and agreeable roles in learning just how it does in our everyday lives, although most people might claim otherwise.
There are several different ways in which one learns. One way to learn is by adapting the cognitive style which sets a structure that one should go through a process of perceiving, thinking, problem solving and remembering. James Poon identifies two different types of learning approaches associated with the cognitive theory, reflective and impulsive. “Reflective individuals tend to be analytical, cautious, accurate, and slow in their approach to problem solving” (66). Poon also says that “reflective individuals are found to be an effective predictor of an academic achievement in first grade...
“A good teacher is one who makes himself progressively unnecessary” (Thomas Carruthers). Before we can consider ourselves professional teachers or even an expert teacher, we must first understand the way in which our students learn, how they are motivated to learn and what kind of environment would support their best learning. These questions have long been pondered by psychologists and teachers alike. As a pre-service teachers, I believe it is important for us to also begin considering these questions and take them into account for our future teaching practices. Moreover, in order for meaningful learning to occur and remain relevant for our students, we need to create a safe and inclusive learning environment. I believe this environment of safe and inclusive education is created through three key areas. These areas consist of the different facets of a child’s motivation and the idea of scaffolding particularly in regards to information processing.
The introduction of policies and legislations in regards to inclusion within the classroom demands teachers to reassess their learning environments in order to cater to the diverse range of students within our classrooms. As a teacher it is our responsibility to set up our learning environment to maximise student learning and teaching providing varying strategies to cater to our students’ differences.
Education and the school environment are one of the three primary agents of socialization where children and adolescents spend most of their time over any other environment. With this in mind, it is very important that everything about the school environment rears positive outcomes for children and adolescents because they spend most of their time there. This essay will explore the topic of the characteristics of school environments that promote positive student outcomes and the studies that suggest the importance of these characteristics. Some of the characteristics that will be discussed as sub-topics will be the importance of the classroom climate, the teacher-student relationship, the socio-emotional climate of the classroom, school organizational structure, teaching and learning environment and student connectedness to the school. If the school environment is positive and students feel safe and supported, they are more likely to do well and achieve their full potential.
English language has been rated as one of the most important international languages nowadays. It has been found at primary levels around the world. Teaching English as a foreign language is not an easy task and need a lot of hard work, especially for young learners. However, starting earlier is not the solution for producing better English speakers. EFL teachers of young learners have to follow some strategies and techniques to understand and teach young learners better. YL Students who aged 5-12 can not spend two or three hours sitting on chairs and listening to teachers lectures as adults do. They lose interest more quickly and less able to keep motivated on tasks for long time because these students have short attention spans and are easily distracted. YL Students will be usually learning very basic material but a skillful teacher has to design creative lessons that get students attention and participation during the class, such as moving around and speaking with one another. Interacting with each other improves their communication skills and even building confidence in using the language. In addition, young learners are generally very enthusiastic at this level about songs and games. In order to encourage everyone to participate, it is important to include your sessions with different types of songs and active games to make the lessons relaxed and fun. The teacher should be able to create different activities to encourage and activate students that everyone can enjoy learning in.