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Learning Theories and Emergent Theories of Learning - Essay Example

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Starratt (2008) delved on the significance of virtue and moral character in instruction and learning process. Starratt (2008) argued that students should not only be taught to become competitive in the market but also to mould them to be prepared for cultural, natural, and historical reality…
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Learning Theories and Emergent Theories of Learning
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Download file to see previous pages Starratt (2008) posit that decontextualized and depersonalized learning method in instruction posed an inauthentic, dishonest, disrespectful, and, hence, do not a virtuous learning approach (p. 1). Learners should be taught to discover the relevance and goodness of dialogue between learners and the relation of intelligible realities to their mutual interdependence (Starratt, 2008, p 1). These learning processes need learning-centred and extensive monitoring of their academic progress, as well as, diagnose the learning difficulties of students (Masters, 2005). Standard academic development is relevant to meet the needs and teachers must be constructivist broad-based leaders inside every classroom as a strategy (Lambert, 2003). The learning-centred approaches refers to the nurturing of students for clarity of knowledge, skills, and understanding including the academic design, diagnosis, and monitoring of individual progress (Lambert, 2003). Hence, it’s important that teachers possess quality teaching materials for effective teaching strategies (Lambert, 2003).Gross (2004) observed that numerous educators and schools are not quite supported by the government and hence, confront serious disruption in their roles as educators and expert managers of educational institutions. With lacking supports, educators are pulled from completing and achieving their targets hence, demoralizing students, teachers and managers (Gross, 2004). Education can only be successful when institutions are supported by the government to make it an effective and efficient service institution. This value-oriented education will put all learners within the positive tract and will motivate them to become pro-active stakeholders in a community that is struggling to remove the vestiges of poverty, illiteracy, social inequities, and ecological-related problems (Starrat, 2005). This can bring about the highest form of commitment and leadership in all endeavours and context. Teachers therefore play a crucial role in nurturing values and principle-centred knowledge for learners to genuinely and authentically live their lives in a deeply meaningful and value-centred sense of purpose. But these ideals can only be undertaken with support for change management; curriculum-instruction assessment; professional development practices; innovative pedagogical approach; and, education management (Gross, 2004; Wehlage, Newmann, & Secada, 1996). The learning process should be innovative and motivating for an authentic outcome using learners and instructors’ skills and ability to innovate means to elicit or generate the authentic outcome of education (Parens, 2005; Glendinning, 2005) Module 3: Learning Theories and Emergent Theories of Learning Teachers must develop a curriculum that is supported of an environment where students are allowed full participation, dialogue, inquiry, reflection, and rediscovering of the transformational models to revive their sense of purposiveness in this world (Tuana, 2007; Wehlage, Newmann, & Secada, 1996; Ornstein & Hunkins, 2004). Everybody has the notion that teachers are there to engage learners to improve their crafts, to make them action and result-oriented, and to inculcate on learners to be adaptive to changes and to possess such disposition of assuming responsibility to question falsities. It’s also from this notion that those who’d found the need to rise up from challenges brace themselves to respond to perplexed and multidimensional concerns on civilization, poverty, lack of access to quality education, conflicts and war, excessive human rights ...Download file to see next pagesRead More
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