StudentShare
Contact Us
Sign In / Sign Up for FREE
Search
Go to advanced search...
Free

Pragmatics of Learning and Teaching - Essay Example

Comments (0) Cite this document
Summary
The ability to break down the barriers of learning between school and real knowledge alters the abilities for children to learn and helps to create a cultural connection between the information that is needed. The school knowledge that is displayed is based on the textbook knowledge, understanding of facts and the ideologies of what is expected from specific theories…
Download full paperFile format: .doc, available for editing
GRAB THE BEST PAPER97.5% of users find it useful
Pragmatics of Learning and Teaching
Read TextPreview

Extract of sample "Pragmatics of Learning and Teaching"

The ability to break down the barriers of learning between school and real knowledge alters the abilities for children to learn and helps to createa cultural connection between the information that is needed. The school knowledge that is displayed is based on the textbook knowledge, understanding of facts and the ideologies of what is expected from specific theories. Real knowledge is what applies to the world and how this is associated with specific needs, such as being in the workplace or being in specific situations. The scenarios that pertain to the real knowledge are easily combined with the factual knowledge to create a different association with the work and to create a deeper understanding of how students can apply the information to a given situation. The concept of teaching in real world context is one that is based on how to apply different concepts. This is inclusive of adding in anthropological field work, application to theories that are given in different scenarios or finding ways that the information pertains to everyday life. This is furthered with the ability to create an interpretation in terms of culture and social orientation as well as finding ways to keep students connected to the information and work that is associated with the information that is given. The real teaching that is a part of the curriculum then creates a connection from students to the work that is done, specifically by providing a different sense of legitimacy and participation in terms of personal connection to the ideologies and theories that are offered in the classroom (Geertz, 1973). The first way in which the school and real knowledge combine is with the understanding of documentation and assessment. In the school knowledge, there is an application of the textbook information, factual concepts and an understanding of theories that are associated with a given scenario. The assessment is what occurs with the real knowledge, which applies to how a student can take the knowledge and apply it to a given situation in real life. This is based on the understanding of what is available within the real world. For instance, when looking at theories of psychology, a student can understand the theory, how it relates to history and what the mechanics are of a given theory. The theory then works when it is applied to a given situation, such as diagnosing someone with a given situation or working in an environment where the psychology can work to understand the mechanics of an individual. The student is able to create an assessment with the real knowledge that is based on the theories, allowing both to intertwine, instead of to remain separate with specific needs (Renaldi, 2006). The pedagogy which is associated with creating real and school knowledge as a part of the curriculum is furthered with the understanding that there is the ability to create a different approach by collaborating the information. The ability for students to learn is not only based on the basic assessments that are a part of the theories and the textbook information that apply to the real world. To truly collaborate these specific concepts is also the need to combine this into a sense of curiosity and to create a deeper interest in the subject matter. If real world knowledge is applied to a theory, then a student is more likely to create an understanding and deeper knowledge about the topic. Instead of remaining only curious in terms of memorization and passing the course, there is the ability to create a personal association with the topic matter. This is inclusive of cultural understanding, development of the social orientation and a way in which a student can develop the theories and knowledge for personal needs. By collaborating the topics, there is the ability for the curriculum to create a different component to the needs of each of the students (Tarr, 2010). The main concept that the teacher has to associate with then becomes based on how to fill the gap between the real and school knowlege so students have an in depth understanding of what is associated with the world. The teacher is required first to fill the school knowledge which is developed in terms of helping a child to learn according to the curriculum, assessments and tests that are given to students during a given time. For teachers, this often becomes the main objective, which causes the gap of knowledge to continue to not be filled for the student. To alter this, there is the need to create a different association with the student and the way in which the assessments are required in the classroom. The gap has to be fille by intertwining the information with the real knowledge while staying within the curriculum. This is based on the understanding of what needs to be filled in the curriculum with the real world knowledge that is a part of the curriculum. The result with filling this gap is then based on students having the capacity to apply the information while working toward the assessments and other components that are a part of the curriculum and requirements for the administrative agenda (Ayers, 2001). The ability to work with students is one that creates a deeper understanding with the learning process and the knowledge which is associated with those who are learning a specific curriculum. The real knowledge that is a part of this is inclusive of assessments and applications that can be used in the work space and which can be applied to different associations in life. Combining this with the school knowledge, which consists of the theories and applications to the textbook is one which can help students to develop in a different manner while allowing them to create the right development in a given situation. The result is the ability to have a stronger approach to the curriculum while helping students to understand and develop different ideologies from a deeper level that applies to their specific needs, social orientation and culture. The result is the ability to fill in a gap from the school curriculum in terms of understanding and depth of knowledge on any given subject matter for the students. References Renaldi, C. (2006). Documentation and assessment: What is the relationship? Dialogue with Reggio Emilia. New York, NY: Routledge. (excerpt from pp. 61-73)  Tarr, P. (2010). Curiosity, curriculum and collaboration entwined: Reflections on pedagogical documentation. Canadian Children, 35(2), 10-14.  Ayers, W. (2001). To teach: The journey of a teacher. New York, NY: Teachers College  Press. (excerpt from Chapter 1)  Geertz, C. (1973). Thick description: Toward an interpretive theory of culture. The interpretation of cultures. New York, NY: Basic Books. (excerpt from pp. 3-30)  Read More
Cite this document
  • APA
  • MLA
  • CHICAGO
(“Pragmatics of Learning and Teaching Essay Example | Topics and Well Written Essays - 750 words”, n.d.)
Pragmatics of Learning and Teaching Essay Example | Topics and Well Written Essays - 750 words. Retrieved from https://studentshare.org/education/1437301-pragmatics-of-learning-and-teaching
(Pragmatics of Learning and Teaching Essay Example | Topics and Well Written Essays - 750 Words)
Pragmatics of Learning and Teaching Essay Example | Topics and Well Written Essays - 750 Words. https://studentshare.org/education/1437301-pragmatics-of-learning-and-teaching.
“Pragmatics of Learning and Teaching Essay Example | Topics and Well Written Essays - 750 Words”, n.d. https://studentshare.org/education/1437301-pragmatics-of-learning-and-teaching.
  • Cited: 0 times
Comments (0)
Click to create a comment or rate a document

CHECK THESE SAMPLES OF Pragmatics of Learning and Teaching

Organizational Analysis from the Perspectives of Organizational Learning, Psychodynamics, and Complexity Theories

Transform the vision into people and you have an organization.
Organizations are groups of people coming together for a certain purpose – whether it is dictated by blood, law, social affiliation, common interests or whatever reason that brings people together. What makes this “mix” of people rich is the variety of personal psychodynamics each member brings in. By Psychodynamics, I mean individual personalities, family dynamics, social network and other personal issues.

Although a group develops its own culture, as Wilfred Bion, a renowned psychoanalyst has thoroughly worked on, it is not immune to the surfacing of its members’ individual psychodynamics every so often. This usually creates te...
9 Pages(2250 words)Essay

Effective Methods of Teaching Anatomy

Herein, comparisons will be made to highlight the differences in using anatomical models for study versus self-directed (usually textbook) learning. As well, the use of tutors as an advantage in the medical classroom will be discussed.

Some students are hands-on learners. For them, three-dimensional (3D) anatomical models are effective. “Exploratory tools enable users to investigate structures in ways not possible in the real world” (Implementing, para. 3). These 3D models can represent just about any part of the human body. Models are available of small structures, like the head, or of the entire human skeleton. Models of the entire human body can also be purchased. Some of them even have removable parts so...
6 Pages(1500 words)Report

Evaluation of the Course: Teaching and Learning Strategies

I will begin my evaluation with the objectives of the course, discuss a theory that is relevant to learning styles to see how it fits with the course and then provide my conclusions about how this course meets the objectives of the course.

 I am assuming that the Teaching and Learning Strategies class was created for students at the college level who were going into some form of teaching or training.

To evaluate this course it is a good idea to start from the beginning and look at the objectives. As I was looking for references in this process, I found a website that had tips for designing instruction that I felt would offer me a structure to work within. According to "Instructional Design," the instruct...
7 Pages(1750 words)Term Paper

Outlining Explicit Learning Objectives and Outcomes for Teachers and Students

Explicit learning is presented by teaching the specific concepts individually and mastery occurs then after. The main key in such a mode of teaching is being highly structured in every activity that is undertaken inside the classroom can be considered as part of the organization of the technique. One of the defining features of the technique is the fact that the teacher commonly points out the part of the lesson where they are in, thus, the term used is explicit teaching (Boyles, 2002).
The explicit form of teaching can be considered to fit lessons that are considered to introduce certain concepts, ideas or skills that are needed to be learned and that the students have low familiarity or experience with. For that matter, the...
10 Pages(2500 words)Report

Organisational Learning in Educational Institutions

Conventional understandings will be reviewed and reinterpreted based on the actual practice and needs of such organizations.

Most literature on organizational development tends to be for the management of business organizations. But I believe that organizational learning is more crucial for non-profit motivated service organizations such as educational institutions because they are more embedded in society and have greater social as well as economic consequences. Educational institutions are dynamic institutions like many others but they are fundamentally different from businesses for whom most of the conventional organizational change and development theories are framed. A developed and tailored theory of organizationa...
14 Pages(3500 words)Report

Esentials of Management: Team-Based Learning

Setting up successful teams is a prerogative of any organization and in the business world of present times; it is very much a need rather than a desire. The businesses have changed so as to create more room for teams than individual working ethos. This has given space to more facilitation within the working environments of teams since they bring combined efforts and usage of more brains than a singular person. The factors that stand important in the wake of successful teams include a commitment towards common goals and a simplistic and solitary objective which must be kept in mind at all times. These factors underline the basis of the teams performing a singular whole than disjointed units within the framework of the organization...
6 Pages(1500 words)Report

The Constructivist Approach to Teaching Science in the Primary Classroom

When students learn science, they construct meanings and develop understandings in a social context, state Duit & Treagust (1998: 4). Classroom verbal discourse in the form of teacher talk and teacher-student interactions form the basis for most of this meaning-making. Because teacher questions are a frequent component of classroom talk, they play an important role in determining the nature of discourse during science instruction. The cognitive processes that students engage in, as they undertake the process of constructing scientific knowledge, to a large extent depend on the kinds of questions that teachers ask and their way of asking the questions.

Chin (2007: 816) conducted a study to investigate questioning-bas...
7 Pages(1750 words)Case Study

Teaching Language and Communication Skills

“Language occurs through an interaction among genes (which hold innate tendencies to communicate and be sociable), environment, and the child’s own thinking abilities” (Genishi, 2006). But just how does this happen? How do children learn to use sounds to communicate and then to place those sounds in the correct order to make themselves understood? While some of this behavior can be attributed to the imitation of the caregivers, there remain aspects to the development of language and communication that cannot be so easily explained. To provide a more complete understanding of how language and communication develop in the young child, it is necessary to understand not only the primary terms that are applied, but al...
12 Pages(3000 words)Case Study

Learning and Memory Process

...Profile Report This report compares and contrasts the answers provided by the interviewees X and Jason. Learning and memory process Interviewee X prefers to learn by observation and has the ability to give directions to a place that X has earlier visited. Jason also prefers to learn by observation. Interviewee X prefers to work in silence to avoid distraction whereas Jason prefers distractions as they force him to concentrate. Quietude makes his mind wander. Interviewee X’s preference to work in silence points to the use of committing work to the long term memory. Jason displays a preference to utilize short term memory for his work since it has the capacity to focus on the work at hand despite distractions around. The use of short term...
6 Pages(1500 words)Assignment

Organizational Change is an Opportunity for Organizational Learning

Before we move on to how it is beneficial for everyone, even though it is perceived negatively by a large number of people and is one of their biggest fears, we need to discuss the different kinds of changes and the reason behind them.

An organization can go through a structural change. This can be due to a takeover or a complete change of management. In this type of change, the way of working and many dimensions of business activity is altered. This move is usually towards modernization and staying up with the pace but is too fast and sudden, and thus hard for the stakeholders to adjust with. Then there is a change brought about by the change in the services or goods produced and provided. This is usually a positive ch...
6 Pages(1500 words)Article
sponsored ads
We use cookies to create the best experience for you. Keep on browsing if you are OK with that, or find out how to manage cookies.

Let us find you another Essay on topic Pragmatics of Learning and Teaching for FREE!

Contact Us