Three Things I Learnt about Learning and How They Informed My Teaching Practice - Essay Example

Running Head: Three Things I learnt about Learning and how they informed my Teaching Three Things I learnt about Learning and how they informed my Teaching Customer’s Name: Customer’s Course: Tutor’s Name: June 11th, 2012 Introduction Learning is a complex process that involves memory development, knowledge acquisition process and other learner interactions that aid memory enhancement and knowledge acquisition. Knowledge acquisition has been studied and developed by many theories like behaviorism and constructivism to name but a few (Czaja et al, 1993). However, these theories do not sufficiently elaborate on how learners really acquire knowledge and this has led to development of new theories of learning. This paperwork discusses how learners learn and how teachers should apply this knowledge to facilitate smooth learning. It will also look into details how learners can acquire knowledge through collaboration with peers, parents and teachers. Finally, I will state the reason why I feel excited about teaching and learning as a course and how it has helped me as a teacher to be. Discussions Process of knowledge acquisition is thought to be enhanced by memory development and learner interaction with the environment. Memory is the ability of an individual to remember previously acquired knowledge or an event his/she witnessed (Czaja et al, 1993). Working memory is the conscious mind that stores information for a short period of time. This development of working memory plays an important factor in learning. Long-term memory is where the information is permanently recorded and stored after sufficiently and effectively passed through the short-term memory. From theory, perceptive representations are retained more effectively in the long-term-memory than any other kind of perceptive. Perceptual representation is closely related with sematic memory system (Czaja et al, 1993). This memory system stores factual knowledge that an individual has accumulated about the world we live in. In addition, learning involves acquiring new skill and emotional feelings regarding things. For example, learning how to play a piano is different from knowing that a piano is a musical instrument. Learning is therefore the process by which variations in behaviour stand up from understanding through contact with the world (Anderson, 1976). Memory on the other hand is the ability to record and keep past experiences acquired through learning. Moreover, neither memory nor learning comes as one process. Therefore, there are many ways to learn and many kinds of memory (Myers, Mercado & Gluck, 2007). From associates’ theory, memory develops depending on associations of sensations, events and previously acquired ideas. Aristotle who was an associationist pointed out that, association is governed by three principles namely; frequency, similarity and contiguity. With this knowledge about learning and memory, it is important for teachers to teach using illustrations and real-life experiences and examples so that the learners can learn effectively. For example, in teaching Chinese to learners whose Chinese is the second language and English is their first language the teacher can use some English words to illustrate the meaning of Chinese words. This way, the learner will use previously acquired knowledge and apply it to develop the memory hence acquire new knowledge. In addition, the teacher should use raw data and other primary materials to collaborate with physical, interactive and manipulative resources. Again in a language classroom, the teacher should apply cognitive terminologies when in search of answers from learners. Such cognitive terminologies should include words such as create, predict, analyze and classify to name but a few. Constructivist theory of learning was developed by Socrates and brought followed by Jean Piaget and Vygotsky’s. In his part, Vygotsky’s was that child learns from adults through interactions hence developing cognitive part of their mind. Moreover, the child cultural development comes in two parts i.e. inter-psychological which means learning from interaction and intra-psychological which meaning learning from inside ones’ self. However, he pointed out that the ability for cognitive development is limited to time. In this, he meant that learning though interactions is more comprehensive than learning as an individual. Every child has the ability to learn with proper instructions and mediation which one of the human intelligence characteristic. Piaget theory has two different approaches about cognitive constructivism. He understood that there is a stage and age at which children cannot learn and described how learners advance their cognitive capacities (Anderson, 1976). Furthermore, the theory denounces that learners can be given knowledge by others for them to understand and use. Contrary, he proposed that learners must construct their own knowledge to use and understand. In addition, he claimed that learners build their knowledge through experience which enables them to create schemas. Through accommodation and assimilation of these schemas, learners are able to enlarge and change them. This is distinct from what Vygotsky’s theory that learners learn as a result of socialization. For example, when learning a language the very first words have a communicational drive. However, once the words are uttered, they become internalized i.e. they develop into an inner speech. Prior to these speeches, child has what is called the private speech which they use to communicate to themselves (Bandura, 1986). Eventually, the private speeches become less and they learn to interact with others hence developing language. In summary, the theory of constructivism was based on two different forms of construction. In a language class, the teacher should let learners to read understand the passages before answering the questions. In case they don’t learn the content in the passage, the teacher should read the passage and answer the questions together with the learners. Alternatively, the teacher can ask the learners to answer the questions as a group. This way the learners will learn from their peers through collaboration. Social theory of learning was developed by Albert Bandura. In his theory he states that individuals learn from one another in particular through imitation, modeling and observation (Akins & Zentall, 1998). In fact this theory is known as a bridge between cognitive learning theory and behaviorist learning theory. Bandura wandered how learners (mostly children) could learn and acquire new behaviours by imitating someone else. He concluded that learning for children happen through observation. The children learn from peers, parents, teachers, sport heroes, and TV characters (Bandura, 1986). Bandura therefore concluded that a child who has grown seeing his parents showing kindness and happiness will tend to copy them in these or such traits. However, a child who has grown in a hostile family tends to be hostile to others. Therefore, to influence children to learn positively from others, Bandura emphasized that they must be rewarded positively in which he called “vicarious reinforcement”. Say, if a child observed another person being rewarded, the effect to the child is the same as if the child was rewarded (Myers, Mercado & Gluck, 2007). On the other hand, if the child observed a model being punished for a certain negative trait, it would have the same result as if the child was punished. This theory of learning differ from classical and instructional conditioning learning model in the sense that researchers would not predict what the child is likely to learn from observing a certain model being positively or negatively reinforced. The reason behind this argument is that, the researcher would not/ cannot tell what really the child perceived when vicarious reinforcement is done. This theory is surrounded by modeled behaviour, learning environment, and innate person. This connection helps self-efficacy to transform to self-regulation (Anderson, 1976). The learners’ confidence is what is called self-efficacy and when an individual has knowledge to do what is appropriate or inappropriate. Modeling means imitating what others do (Bond & Kamil, 1999). Here, teachers should assist learners to set-up realistic expectations in their academic endeavors. Moreover, parents and teacher should model appropriately for the learners to imitate them positively. On the side of the learners, they must believe that they have the capacity of accomplishing the academic works effectively. Moreover, it is important to put learners in a situation which is challenging in respect to the previously acquired knowledge. I feel excited about teaching and learning because as a course, it has provided me with more than enough knowledge to associate with learners not only in my classroom but also in the social setting. In the light of the three modules and as a teacher to be in English and Chinese, I would apply much of reading to the learners which is an important learning module. However, I will recognize that not all students are able to learn effectively from this module. It is also important to know that some learners respond very effectively to audio and visual stimuli of teaching though this kind of learning environment may cause some of the learners to get lost in the process of learning. This ideas are great since they are applicable in the real-life situations more so in the current classroom which is more focused to the learner than the teacher i.e. more learner-centred than teacher-centred. Finally, I feel passionate when I use them since they help me to help learners acquire knowledge mostly for them and with my contribution. Conclusion The three concept of learning provide different approaches through which human beings learn. However, the three approaches provide very important knowledge for us teachers to understand how we as teachers and role models can influence the learning abilities of the learners. In particular, they help us to develop necessary tools to appropriately assist and guide learners through the learning process (Bandura, 1986). The concept of imitation calls on both teachers and parents to be good models to the learners so that they can copy the positive attributes. Nevertheless, the learners should enhance their mental abilities through the collect channels. As a teacher, I should consider how each learner learns since each learner does not learn in the same way. Therefore, using different styles of learning such as inquiry learning, collaborative learning and /or direct instruction will allow all learners learn using their appropriate style. References Akins, C & Zentall, T (1998). Imitation in Japanese quail: the role of reinforcement of the demonstrator’s response: Psychonomic Bulletin & Review, 5, 694–697. Anderson, J (1976). Language, memory and thought. Mahwah, NJ: Lawrence Erlbaum Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall Baumrind, D. (2002). Ordinary physical punishment: is it harmful? Comment on Gershoff (2002). Psychological Bulletin, 128, 580–589. Bond, A & Kamil, A. (1999). Searching image in blue jays: facilitation and interference in sequential priming: Animal Learning and Behavior, 27, 461–471 Czaja, S., Hammond, K., Blascovich, J & Swede, H (1993). Age-related differences in learning to use a text editing system: Behavior and Information Technology, 8, 309–319. Myers, C., Mercado, E & Gluck, M (2007) Learning and Memory: From Brain to Behavior. Available online at: http://www.1click-downloader.com/download/download2.php?name=Learning_and_Memory___From_Brain_to_Behavior_pdf&magnet=magnet%3A%3Fxt%3Durn%3Abtih%3AOITFODGYA4YW7MFOKODR5FZOYHGDVESX%26tr%3Dudp%253A%252F%252Ftracker.ccc.de%253A80%252Fannounce%26tr%3Dudp%253A%252F%252Ftracker.openbittorrent.com%253A80%252Fannounce%26tr%3Dhttp%253A%252F%252Fexodus.desync.com%252Fannounce%26tr%3Dudp%253A%252F%252Ftracker.publicbt.com%253A80%252Fannounce%26tr%3Dudp%253A%252F%252Ftracker.istole.it%253A80%252Fannounce%26tr%3Dhttp%253A%252F%252Fexodus.desync.com%253A6969%252Fannounce Read More