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This process can be applied in any of the phases and it should be continuous, meaning that there is no limitation to the number of cycles that can be made in a learning situation. According to this theory, with no limitations, one would simply go on repeating the same mistakes. According to the theory, individuals learn in four ways and they are likely to develop one mode of learning more than others. Thus learning is by concrete experience, by observation and reflection, by experimenting actively, and by active conceptualization. These four processes can be applied by learning facilitators or teachers (Coffield, et al. 2004). This can be applied in literacy and language. For example, in reading one can use readable, accessible texts also teaching learners explicitly how they can develop comprehension skills using activities that are related to their texts. Learners are also encouraged to highlight the main words also ideas in texts, successful questioning, setting the picture, as well as stimulating previous reading prior to any reading so as to offer learners’ great chances of decoding the text, will also work.
There are other diverse theories and principles that have been developed to aid in understanding planning and enabling inclusive learning and teaching. The minimum core elements can be applied in enabling inductive learning and teaching. One of these elements is the use of reinforcement. It is vital that the teachers integrate positive reinforcement to learning and teaching. Positive reinforcement includes rewards given to students and positive remarks made by the teachers. This can be given to encourage behaviour, achievements and notable improvements (Curzon 2003). This is important in learning as it is important how learners view themselves, their self esteem and being aware of their strengths and weaknesses affects their learning ability. The learners’ degree of motivation as well as engagement in learning and the phase
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