Learning is highly complex and there are many theories relate to how students learn. The various theories demonstrate the different ways students learn. The teachers use a number of theories in practice as this enables boosting the learners' experience of learning. I am going to look at these learning theories in more detail and how I possibly could apply in the classroom. I will explore three theories of learning that I have chosen that happen to be - the behaviourist approach, the cognitivist model and constructivism approach.
Behaviourism is a stimulus and response theory and about how precisely teachers can control the learning. The teacher will have to use reinforcement to encourage and motivate learners by using prompting techniques. To make use of the negative and positive reinforcement that skinner emphasis that this concept is agreeable as says it can form the behaviour. It'll be appropriate to use this theory for developing new skills for learners especially for many who find it hard to speak out in class. For example, easily nominate a student that I understand has difficulty speaking in front of peers and they answer a question appropriately I can use this theory by giving them verbal praise. This will then provide them with the confidence to answer questions in the class without worries of getting it wrong. Also cause them in taking part in group discussions and answering questions without teacher asking those to. Behaviourist propose we learn in response to external stimuli and these actions need to be reinforced by either praised or punishment. This theory is apparently effective for acquiring new skills and active learning in the classroom. This will likely be perfect for students on my course who are in placements in health setting.
Scale is from the behaviourist approach as he says it promotes learning without understanding. It isn't allowing students to think or discover concepts like the cognitive approach. However, I love the thought of positive reinforcement as students are rewarded or either punished depending on the response. Behaviourist make the assumption that the behaviourist approach is linked to how all behaviour are learned through experience a person has in their environment.
Behaviourists go through the human behaviour how it is measured and observed. Behaviourists believe learning is brought by "association between your response and reinforcement. "(Reece & Walker, 2000) This theory is about how exactly specific stimuli which may have a certain response. This idea was from the analysis of Watson and his views on human behaviour. Operant conditioning interlinks with Watson idea which was expanded by Skinner. Skinner talked in great detail in his theory of positive reinforcement. Classical conditioning is an excellent starting point as it's a simple form of learning. Pavlov demonstrated his style of classical conditioning that was the Pavlovian dog experiment. Reece & Walker (2000) declare that the behaviourist learning theories suggest students learn by receiving a stimulus which in turn causes a response.
Behaviourist approaches can be considered a useful approach in the region of health and social care. The nature of reinforcement is to encourage and reward and students. I am going to consider marking with ticks and positive feedback to improve students learning also making them to work towards an increased level award like a certificate or providing them with verbal praise in front of the group. However many critics argue and disapprove of the behaviourist approach dislike the idea of rewarding all learners. Avis has suggested using rewards with learners' who are motivated may distract the learners' fascination with the topic. Pritchard (2005) suggests the most effective behaviourist approach is whenever a particular learner has a brief history of academic failure, low motivation and "high" anxiety. In the plus side, this process has indicated that rewarding aid promote appropriate classroom behaviours, discourages students to misbehave which makes the training more conductive.
Behaviourists critique each other and argue about which behaviour is learnt better through positive or negative reinforcement. For instance if I used the positive reinforcement giving praise/reward the effectiveness of this is the fact that the individual will repeat the action again, but a limitation is the fact that the individual will expect the reward every time. Exactly the same would apply easily needed to discourage bad behaviour by punishing the learner utilizing the negative reinforcement to stop the behaviour, but a limitation is the fact that it could provoke the given individual to continue the bad behaviour
Behaviourist's ways of learning are in forms of stimulation and response, with the aid of repetition, reinforcement and conditioning. For being an efficient teacher, I'll have expectations that we expect the learners to possess learnt by the finish of the lesson; that the learning process involves different stages; feedback is given at each step; that the training will end with a reward or positive feedback to keep learners motivated.
To use the behaviourist approach for my teaching I'll include in my Lesson planning reinforcement with frequent feedback on learning, delayed feedback allowing trial and error, and praise, marks and prizes. (Reece, Walker, 2000). In my own lesson plan I should include short tasks with frequent feedback for reinforcement and praise. Although to be critical, learning cannot be reduced to processes of conditioned reflexes, inputs and outputs. Behaviour observed is not the same thing as knowledge. Over defined objectives can limit learning, and lead to triviality and standards for learning in a few subjects result from learning, in a far more qualitative and dynamic relationship. (Reece, Walker, 2000, 107). This takes away the didactic approach to teaching for the behaviourist approach and results the lesson not being request of teachers but is rather mainly student centred.
I have tried adopting the behaviourist approach of Skinners theory. Starting placement late was daunting and students had other tutors with different ground rules. I needed to monitor the behaviour of learners during the lesson and then modify ways to market positive behaviour. I did this by holding my hand up and waited for silence while i needed the learners' attention and did this for several weeks. There have been times; I had fashioned to remind them that I was looking forward to silence. This did not work with the disruptive students therefore I put sanctions into place and kept students behind or not give them a rest. However on the times students behaved and were quiet whilst I used to be teaching I would praise them and reward them with a selection of a game or quiz at the end of the lesson. Eventually the disruptive students have changed they behaviour as it reflected on the class as a whole and peer group pressure had reduced bad behaviour. Bandura's Social Learning Theory would say that the students weren't only being conditioned to react to the teacher, but also learning from their peers actions in regards to what was appropriate behaviour in the classroom. (Atherton 2009)
It's been my 5th week on placement and students react to signals without being hesitant and reminded i am waiting to speak to them. It is evident that approach spent some time working and that the students prefer the positive response as opposed to the negative response that was accompanied by a sanction. It has been beneficial as it leaves me in control and has changed the lesson atmosphere as it allowed me to keep with whatever activity I had planned without the disruption.
Cognitive theorists concentrate on human behaviour, how students gain and organise their knowledge, that they digest and store new information. Cognitivists are insistent that students were taught to believe for themselves and how to solve problems to allow them to become independent learners. In other words they need students to take into account what it will require to solve problems and resolve the condition in order to learn. (Olsen & Hergenhahn, 2009). Cognitive learning is the procedure how learners digest new information in a way that makes it significant to them. Reece & Walker (2000) describe the three stage theory to cognitive learning. These three stages include cognitive, associative and autonomous. Cognitivist is the procedure of linking pious knowledge in order to find out. Cognitivist theory is principally looking at the way the brain is targeted for learning, the way the learners can relate to the learning from past experience.
Firstly the cognitive stage, this is when the learner is given verbal instruction on the task in hand which include these to using personal perception and decision making how to execute the skill correctly. The second stage, associative being when the skill is repetitively performed to correctly performs the duty. And the final stage when the performance can be altered due to both negative and positive influences.
Reece & Walker (2000), state that Bruner sees the teacher's role as facilitating and taking control of the training. To utilize this strategy in my subject I will engage all learners to be active and motivate them to seek new information and participate in the teaching methods. To use the cognitive theory strategy on my lesson plans, I will have to permit them time to find concepts and principles for themselves and to relate with what they could know. Feedback is vital element in this technique. It allows the teacher to check on the entry level of the learners own knowledge and ideas and what they need to know. This is transforming students' learning with regards to existing knowledge and then verifying it and checking it up against the new knowledge.
The teaching strategies I can use that are associated with cognitivist theory are videos, class presentations and debates that students have the responsibility to lead. I will have to set up the training for the students to discover things for themselves. I will promote students in my own class to be active learners and take part in discussions and encourage learners to examine what they find out about a subject before teaching the new subject.
According to Piaget's theory, all the students in the 14- 19 classroom reach the Formal Operational stage of cognitive development. He also says they can handle understanding the concept and that the learners should be able to apply their understanding and be able to demonstrate in a given context. From my own experience at college, both classes I teach at different levels; it's apparent these boundaries are nor precise as Piaget believes. As there are students that may never reach the formal procedure stage. With all the cognitive theory I am aware that all students are different stages with their learning and I will have a majority of learners with different abilities. Therefore the material I teach would not be well suited for all the class, I possibly could plan for materials that are inclusive for all learners such as visual aids, hand-outs or video etc. Another method would be to group the class closely by attainment levels so I know very well what groups to give attention to and which kind of learning method is suited to them.
Vygotsky theory is looking at the Zone of Proximal Development (ZPD). This is actually the boundary between a learners Zone of Actual Performance and their potential level of understanding also known as scaffolding. They have moved from the didactic approach and it is more student-led. Learners should use an active approach to learning. Bruner believes that learners build knowledge from their past experience and can connect with the current curriculum by extending their understanding. He mentions that the teacher ought to be the guide by aiding learners by scaffolding their learning with the correct resources so that whenever the students had shifted there was less scaffolding is necessary. (Burton 2001, p. 241)
To practice scaffolding, I would have a number of support materials such as writing frame or a list of words to assist in completing an exercise to aid understanding.
In the classroom, I have observed my students are in different stages of learning. Some learners have better understanding than others which puts them in a different ZPD or stage in their scaffolding understanding how to those learners that are not as able. My level 2 groups are challenging as there were learners aiming from pass to merit and it I find it hard to see where these were with the performance. I have now tried to use the didactic approach as I could cover the essential degree of knowledge so these were engaged and understood what message I'm trying to convey. It was difficult to acquire the middle ground, as the students who had been ahead with the learning seemed tensed as they had to wait for the lower attained learners to fully understand the duty and complete within the time limit.
Constructivism theory is focused about how learning happens, if students are using their experience to understand the content. The theory of constructivism suggests regardless of whether the student is using their encounters the learner can still construct knowledge out of these experiences.
Constructivist theory promotes learners to create new meaning to something they know. It encourages learners to be active. The procedure starts using what the learners will learn. It is therefore the teacher role to check on the basic level of what students already know about this issue. This also allows the student to prepare for new ideas and promote high degrees of learning.
Constructivists rely on students' encounters and exactly how they apply their pre-existing knowledge to comprehend the new information. I would argue here that some learners may have limited experience to others. Therefore the understanding or meaning of prior knowledge will be reliant on individual experiences plus some learners may find it difficult to establish understanding to other learners in the classroom.
To utilize this approach I need to the links between learners pre-existing knowledge to the new subject knowledge to facilitate and form bridges between both. These way learners can recall pre-existing knowledge, to use as a foundation to build new ideas and concepts. When developing understanding or constructing new ideas, the essential requirement will be to review and reflect what has already been learnt helps learners to determine and secure previous knowledge (Wray & Lewis, 1997). For example before introducing new learning materials it would help by asking learners what they understand about the subject that may form links between pre-existing to new knowledge. Reece & Walker (2000) see that the learners own previous idea may well have to be modified prior to the learner can construct new meaning to the topic being taught. Learning is not really a passive method and may well involve conceptual changes. The learning of this theory can be an active process and will depend on the individual to take responsibility to learn.
As Wright (2008) mentions how constructivism emphasise that learners accept new information by relating to existing 'ideas'. This theory gives student the opportunity to explore knowledge rather than being teacher led. If I had to adopt this approach, I'd act as a guide and allow my students to be imaginative and exploratory thinkers. I also would use representations and examples that include the information/ material that will allow students to understand the subject. I will also relate the content to a particular thing/material/object makes it more interesting and easy to understand. The group work activities will definitely be promoted in my own lessons. The students can try their ideas in a new situation that i will design appropriate practical activities or discussions. My role is always to lead and facilitate this approach. Finally, I'd get students to reflect after their own ideas and the changes their have noticed right away of the training. I'd use the questioning technique and promote problem solving or enquiry based question and then elaborate on learner's response. This will allow learners to find answer for themselves by tinkering with new ideas and share and discuss with peers. Collaborative discussion can certainly help and establish learners' profound understanding. To greatly help progress learning I am going to provide clear objectives that the learners can construct their ideas using previous knowledge so they know the progression of these learning. I will be prepared to react to diverse selection of learner's answers, misconceptions, thoughts and problems.
This could be achieved at the starter allowing learners to visualise their own progression. Learning is effective when learners are engaged, which means teachers need to plan engaging tasks which allows learners to relate with pre-existing knowledge as learners will be familiar with the context. A dynamic learning approach may be accomplished by encouraging students to explore concepts and ideas, also to follow their instincts (Wray & Lewis, 1997).
Constructivist theory is more student-led and integrated with activities and tasks that involve collaborative work. That is my least favourable theory as I find it hard to plan for a diverse group of learners as I possibly could not relate with their experience as every learner is at a new stage with their learning also to shape the delivery approach and teaching style would be difficult to meet up with the learning needs of all the learners in the class.
"Assessment identifies those activities undertaken by teachers and by the students in assessing themselves offering information to be utilized as feedback to modify teaching and activities. Such assessment becomes formative assessment when the evidence is actually used to adapt the teaching to meet students' needs. " (Black and William 1998) The assessment is important part of the learners learning and its important role for teachers to evaluate what learners have learnt. Using this method, teachers will discover what ways of teaching would be good for the learner and motivate learners to do better. This is attained by both formative and summative assessments. Assessment pays to as additionally it is a form of learning which can improve performance (Jarvis, 2002)
The formative assessment provides feedback and informs student about their learning and the chance to modify correct errors to improve their learning. Formative assessment process is to evaluate learning. Whereas summative assessment is to check understanding by performing a test or final submission and is normally graded rather than monitored for improvements. The assessment process involves "gathering, interpreting, recording and using information about pupils'. (Lambert and Lines, 2000)Assessments have many purposes and reason they may be used. Assessment plays a role of measuring understanding and learning. There will vary types of assessments which gauge the depth of learning. Using assessment, allow to evaluate learning needs and improve outcomes. Fawbert (2003) says assessments are also "method of promoting or denying learner achievement and autonomy". Teachers can make adjustments to the assessment so that learners can meet the learning outcomes and meet the requirements.
Part of the learning process it is essential to evaluate learning. Formative evaluation is performed during instruction. The idea of this is to check out what students are learning towards specific objectives. Whereas summative evaluation, is done after instruction and home elevators what students have learnt towards general objectives. They are simply two different forms; they differ on what material needs to be learned to meet objectives, the kind of assessment/test and when the evaluation takes place and if there is a specific deadline set. Summative assessment differs from formative and can be used for a wider audience such as other teachers, management, parents and learners. This allows teachers to gain a knowledge of the learners ability overall. Summative assessment normally used by the end of a unit/topic or end of term/year. Many recent researches have shown if assessment is used the right way as part of teaching, it will enable to improve the students learning which is significant to the training process (Elwood and Klenowski, 2002).
Many methods are being used for formative assessment which allows students to gain knowledge and new skill; to help the learner to set new aims and reflect on their weakness and turn them into strength. Teachers can do that by the form of observation, checking learners understanding throughout the lesson and listen to learner's idea and the reason behind it. Also provide constructive feedback on assessments. Teachers may also need to make changes in lesson planning; for example if the majority of learners found a lesson difficult and didn't understand the concepts then the teacher could have redone the lesson but with different teaching strategies.
Norm referencing is a mode Fawbert (2003) describes as a mode of assessment where the teacher compares the performance of learners against other learners in the same generation. This approach is to rank students' performance to "promote internal and external quality procedures". Also the assessments are graded utilizing a marking criterion. The marks show the way the student has performed compared to the "norm, or average" like Petty (2004) mentions norm-referenced works effectively only for examination. It is normally used to decide GCSES, An even and other qualifications. Criterion reference in contrast measures the defined objectives rather than comparing student performance. The assessor awards a pass if indeed they can do it, or a fail if they cannot. To be effective, Fawbert (2003) mentions that the standards should be referred to by the assessors must "be as explicit. " This assessment will provide information which can make clear of the level, range and type of performance expected from students.
Assessment for learning, also called formative, sometimes appears as integral facet of teaching and learning cycle rather than being assessment of learning (summative). There are many varieties of assessment that are evident of performance of the students' learning. Such as for example practical, classroom based assessment, self-assessment, portfolios of work and reflective journals. The formative assessment is the importance of processes of teaching and learning, although summative assessment takes place following the teacher and learning. To facilitate learning teachers would need to use the assessment for learning approach to ensure learning is taking place. By the end of the term/year teachers would use the assessment of learning approach where they would mark and grade students work. Both approaches are vital in the learning process as teachers need to gain an understanding where the student is within their learning and also what the student has achieved end of term/year.
Assessment is a critical component of education and is vital that teachers use assessment to monitor students learning to be familiar with where the student has been the training. Also assessment may be used to see if the teaching methods are of help and helping students to grasp and learn the topic. Learning and teaching are both part of an reciprocal process that be based upon and affect one another. There are a number of assessments that can be used to measure students' performance for teachers to get an improved understanding of the particular learners knows. The diagnostic assessment is an excellent way to establish a learner's strengths and weakness. It also allows the teacher to tailor their own teaching solutions to suit the needs of learners.
The feedback is a vital part of the assessment especially in areas of development/ changes and positive recognition of achievement/strengths. Scales (2008), states that feedback is vital as it effects communication between teacher and the learner. Teachers should never underestimate the students. Feedback needs to maintain positivity and delivered with consideration, constructive and directed at the learners' areas of development. Praise helps students to stay motivated and statements like well-done can show the student what was good and a reason to make clear why it appealed to the teacher. Overall, feedback shows both teacher and student how students' learning is progressed; feedback is not used to criticise and really should be beneficial to learners to understand their strengths and weaknesses and use the feedback to reflect. Feedback should be constructive, neither brief nor extensive. As many students can feel overwhelmed or vulnerable.
In relation to my section of teaching in BTEC Health and Social Care, formative assessment approach is used to assist and help learners to be more competent and meet specific standards to accomplish a Pass or a distinction. There a normal assignment workshop takes place where learners complete written tasks with the assistance of a teacher to aid them.
Summative assessment is usually completed at the end of the learning, giving feedback on learning achievement. It represents learner's achievement on completion of a particular good article; this is the completion of every unit. Assessment and learning enables the learner to fulfil their potential and the teacher to encourage the learner to do so. At the college, the learners have individual tracking sheet that helps the learner and teacher to monitor progress and give constructive feedback where necessary. This enables learners monitor their progress and what they have to meet up with the pass or merit criteria. This enables the pupil to assess their standard of work against confirmed standards or expected standard. Using detailed feedback, learners may understand the expectations to them from any given piece of work more clearly, and use to correct and improve their work. Also the teacher can relate with the feedback for themselves to consider the effectiveness of their own teaching styles whether their learners are meeting the training outcomes. If there any misunderstandings enables the teacher to consider the potency of their teaching about the learner attaining their learning outcomes. If there are issues of concern with misunderstanding, teachers can highlight the situation and plan an action plan or a revised teaching method. The teachers should address learners to judge the course and have questions whether teaching materials were useful. Did the course meet individual learner needs? This will likely improve the delivery of lesson within the next lesson. Evaluation is approximately making improvement and having strategies set up to be able to meet learner's individual needs.
As a trainee teacher, I may need to be observed assessing and giving feedback. So that the given feedback will show me how I perform and exactly how I possibly could improve. The means of getting feedback on my assessment and teaching skills could be, asking a skilled teacher to observe me, get feedback-from learners on different types of assessments so I can improve. This can even be done by writing reflections to explore and evaluate different ways I assess, using information from other teachers and learners, as well as the actual activities and results related to the assessments I take advantage of with learners. Reflective practice will enhance good practice and further improve what I do in my own subject area.
The use of Scheme of work is a plan that outlines the course content throughout the academic year. The breakdown the course into weeks and organises the machine within a period scale so that it helps the teacher to plan according. Teachers can use this for future likely to adopt and make changes to if necessary
The scheme of work I've used to create my lesson plan BTEC National Health and Social Care. It really is unit four of the syllabus and its own broad aim is to cover the Development through the Life Stages. This scheme of work includes guidelines and ideas for tutor preparations and is also helpful for lesson planning. The scheme of wok can be tailored to match the teachers ideas of perception of what they think are ideal to improve or edit. The specific scheme of work that I've chosen, Is ideal and therefore I did not make any adjustments. It is structured well and it constructive with format to follow. You can find guidelines to check out and also options for teachers to work with certain strategies or tools. The scheme of work helps the teacher to plan lessons according to conditions and benefits clear learning objectives.
This scheme of work I have is scheduled for 30 weeks, it is a working document and teachers can adopt their own ideas or tweak the activities if needed. If being observed the scheme of work would relate to the lesson plan and the observer would be able to see whether or not the points were covered from the scheme of work. Taking a look at the first column of the scheme of work is the topic/outcome column which illustrates what learners need to know by each week. The second column which is tutor preparation is guidelines to check out. The student activity section is the task that links to the grading conditions which is the last column. Activities are designed to help students to accomplish certain criteria to advance further in the machine. The summary of the scheme of work of the course is adaptable and can transform or altered in case new units are introduced. The school utilize this scheme of are an operating document, if needs be the staff can truly add or remove sections, depending if they well suited for their type of learners or may adapt another approach within the context.
The assessment standards aren't clear on the scheme of are it only links to the grading criteria. It seems confusing especially for the first bi weekly to be introduction of the course it links to P1, P2, M1 and D1. How will you possible cover these outcomes within two hours of introductory session? It may keep on to the following week but week 3 is looking into another context in detail which is only link to P1, P2. So If I had to adopt this into my lesson planning I'd look at the pass criteria limited to the first two to three weeks. It allows students to build their own idea and concepts prior to going into detail. Overall the scheme includes brief information but is structured in a concise layout. The scheme of work might have been more descriptive with clear give attention to the assignment criteria.
Each lesson should vary and teachers should use a variety of teaching and learning strategies that meet the design of the learner's ability. You will find barriers that teacher should be aware of as this may affect the learners performance. These barriers range from: lack of confidence, negative attitudes and kinds of learning difficulties e. g. dyslexia. When reviewing a scheme of work, Teachers should ensure learners' needs are addressed which learners are making progress. In order to do this the teacher should acknowledge the training style that suits the learners they are teaching and use suitable techniques that will benefit the learner. Teacher should plan accordingly and make sure the plans reflect the learning outcomes, that they expect the learners to, achieve at the end of the lesson. A Wright (2008) cites hearing the students builds a good classroom environment. All students learn in different ways as Reece, I& Walker S (2000) mention different learning approaches maybe appropriate for some students and perhaps inappropriate for others. Therefore I have used different strategies such as individual activity, group work, role paly and also discussions involving the whole group.
. Daily interaction with staff; individual lesson planning and target setting for learners are skills a teacher within the sector is expected to possesses. Additionally, an emphasis on the appreciation and utilisation of differentiated learning strategies, and the introduction of schemes of work, along with the need to reflect upon one's own practice
Why perhaps you have chosen particular learning activities and resources?
I have chosen the specific activities and resources as this I love my class to participate with one another. Group work allows students to express their own views and ideas and share among their peers. This enables students to interact and transfer skills to one another. To be a teacher trainer, I have to understand how all the students learn and their individual needs. Therefore I must use variety of teaching strategies to enhance students learning and reflect whether it worked for my learners or not.
How you are creating an inclusive environment
By creating an inclusive environment I'll nominate students into groups, so each student works together with someone they haven't yet caused. Also this way it is getting students to know their peers well and help each other and learn from each other. I am going to also change the layout of tables if essential to create an inclusive environment. I'm also able to get students to work in mixed ability groups so that they can peer teach each other.
How you are supporting/challenging different learners (differentiation)
To do that, I have used different approaches that will challenge students at all levels with discussion and question and answers quiz. The variety of resources I've used can support and challenging different learners as some learners maybe visual therefore i can use a visual aid like a video and ask questions associated with that or show images to have them thinking and make meanings before facilitating at length.
How you are embedding language, literacy, numeracy ICT skills in the training sessions
There may be some problems with the difficult terminology involved within the lesson. This will be countered by me explaining the words and providing what this means. In addition to this, all of the resources writing will maintain larger writing to allow for everyone to learn and will be explained in further detail to ensure understanding. I am going to design activities that permit the learner to use their Literacy skill s. Also learners will be note taking that may hopefully enhance their literacy skills. I am going to recap previous session to embed these functional skills.
How you are employing assessment to check and support learning
In order to examine learning in this session a variety of methods will be utilized. Mini-white board activities will be utilized to be able to assess individual learning and get learners actively involved. Question and answer will be used in order to test learning; this will be utilized throughout the lesson. I am going to try to make sure every learner in the class answers at least one question even the quiet ones. Furthermore, answering questions and filling in the blanks in booklets is a way in which I am going to assess the learning in the session. At the end of the class learners will be produced to answer a few exam style questions in order to examine learning this way. Finally, when there is enough time at the end of the lesson I will be giving learners a hand-out which they must fill in, that assesses all of the learning objectives from the lesson to see if indeed they have learnt in the lesson. Learners will get verbal feedback and encouragement. Through the exam questions I will be circulating the area and answering any questions and giving feedback on the work they have done. I will also provide individual feedback to the answers they have got given.
I will check the basic level at the beginning of class, during the lesson I will make that transition right from the start and offer useful feedback on students learning. I also will do an initial assessment. The original assessment should be completed at the beginning of the learning cycle so the beginning of the unit will be ideal. The importance of an initial assessment and why they happen is because to identify each learners needs and learning style. This may also be used to acknowledge any barriers that the learners may have and also to establish professional boundaries and ground rules. There are a few limitations that can occur when identifying needs and also boundaries which may affect the procedure. For example the insufficient information of learner requirements as the teacher isn't aware of the learner's prior knowledge or behaviour/action prior to the assessment which can have a negative effect on the process of the assessment.
As a person training to be a powerful teacher, it is my responsibility to think about my actions and thoughts as they develop on a regular basis. Refection is not simply for the individual to evaluate their actions but a chance for them to accumulate their thoughts. This is done either by hand or electronically. Reflection is an instrument to be positively to encourage me to build up on skills they can progress to better levels academically.
This module has been great interest if you ask me as I've learned different approaches to learning and viewed various learning theories and the pros and cons of the approaches. To create this assignment, I have gained a lot of information to learning by looking at the wider text and exactly how it all interlinks with teaching, learning and assessing. When reflecting on what I learned through this module, I'll be cautious about planning lesson plans, making certain I use different learning approaches and promote inclusive environment.