Application of Learning Theories to Teaching

Application of Learning Theories to TeachingTHEORIES AND PRINCIPLES FOR PLANNING AND ENABLING LEARNINGTASK 1Learning StylesLearning styles impact on e very aspect of our lives how we gather information, how we use it and how we link it together are all determined by our attainment style.Nicholls Le Versha 2003, p. 57Learning styles, or cognitive styles, refer to how individuals learn in different ways and are of particular importance to teachers who wishes to create inclusive and effective learn situation. Learning styles are divided primarily, but non exclusively, into the three groups of visual learners, aural learners and kinesthetic learners. Whilst the first group learns best(p) by seeing information, such as on the board or visually demonstrated, the second group controls in information aurally and needs to hear what is happening. The third group understands best in a hands-on, tactile manner such as holding the materials or practicing solveing with them. The importance of furnishing for learning styles links to the importance of taste how best to cater for cognitive ontogenesis. Learning style research has its roots in the humanistic social constructivism generated by Vygotsky and his fol get-gos. Here the stress is on the interaction of socio-cultural factors in the victimisation of the individual and it is easy to see how necessary it is to make information available to students at a number of levels and thitherby take into account their individual burn up to learning.MotivationMotivation is a complex area and can have a huge impact on learner achievement and behavior which heart and soul that motivational teaching strategies need to be carefully considered. Extrinsic motivation is essentially a behaviourist concept in that certain behaviours are encourage by rewards, ranging from praise to money. The use of extrinsic motivation in teaching corresponds to Pavlov and Skinners early work in that the reward is utilise to rush certain beha viours, such as praise for completing a test resulting in a positive undertake to the next text. Intrinsic motivation is much of an internal driving force that may come from factors as diverse as curiosity to enjoyment. It could be argued that promotion of the former concept tends towards competition whilst the last mentioned is more focused on individual achievement through improvement. Competition is often seen as a negative and seen as undermining student motivation (p. 275) in that it de-motivates those who consistently fail as well as providing little incentive for those who already make the grade. Therefore, to encourage and inclusive approach means providing sources of motivation that best suit the student but always aim to achieve intrinsic, progress based achievement.Low LiteracyAt a more pragmatic level, the impact of low literacy (and numeracy) upon students confidence and learning can be enormous. Whatever the cause, be it students with English as a second language, or those struggling with work that is beyond their emotional age or cognitive stage, it is essential for the teacher to assess literacy levels through a diagnostic assessment and plan accordingly. It may be that students metalinguistic (how language works) awareness can be built up using the subject, such as on the job(p) through an understanding of acids and alkalis as they relate to beauty treatment. The use of IT as well as text to develop literacy has also stimulated a vast clay of research (e.g. Larson fen 2005). This area deserves far more attention than the brief mention given here, but it is also an area that may benefit from an action research approach whereby the literacy strategies of the class are assessed, observed, analysed and acted upon in an ongoing reflective cycle.Classroom EnvironmentThe learning environment and its impact upon students have also generated a considerable body of literature. Whilst Maslows Hierarchy of Human Needs (1970) looked at a generic se quence of responses to environments, a more holistic understanding of the environments that affect a students learning have been studied by those such as Bronfenbrenner (1998) who conceptualized a variety of ecological systems, from the micro to the macro. The microsystem involves the individuals direct interactions with separate individuals whilst the macrosystems take into account the socio-cultural values and norms (Krause et al. 2003, p. 264) . The classroom environment not alone needs to yield a safe, secure and supportive atmosphere, it also needs to provide an inclusive setting for all individuals which means taking factors such as gender, race, ethnicity, age and stage etc into thoughtfulness. Alongside these runs the teachers own teaching styles permissive, authoritative or tyrannic (Whitton et al. 2004, 185) and how they respond to the students.Effective Planning and IntelligenceIf the goal of teaching is to provide learning environments that work for all students, then clearly prep is an integral element. To take one part of the teaching cycle, planning, is to look at one aspect of this vast area. In a constructivist paradigm, planning needs to both develop cognition and play to students strengths. Rather than look at this structurally, as in planning using cooperative groups, whole class or individual working, this section considers interpretations of watchword such as Gardners multiple intelligences (Krause et al 2003, p. 201) and Sternbergs triarchic ideal of intelligence (ibid p. 202). As with learning styles, failure to plan effectively in place to encourage a range of cognitive strengths may act as disincentive. Sternberg differentiated between analytic, creative and practical intelligences and suggested applying these to the curriculum. They provide a helpful system for inclusive teaching.TASK 2 usage TheoryWhilst this has its roots in distance learning and the use of IT (Kearlsey Shneiderman 1999), the premises upon which it is based appear particularly useful to effective, inclusive planning. One of the primary principles is to plan for authentic learning through student interaction and provision of meaningful tasks. Secondly, this is essentially a constructivist approach aimed at enabling the individuals translation and internalization of knowledge through guided progression to various zones of proximal development. Thirdly, in common with situated learning, plight theory is underpinned by a wish to create learning experiences that intrinsically motivate through exposing students to real-world problem solving situations. The levels of engagement also relates to inclusive planning for learning styles and multiple intelligences.With regard to planning for engagement, lessons need to include a range of teaching strategies such as questioning, reasoning, analysing, creating and judging. This involves creating practical, curriculum linked situations and designing the lesson nigh them. For example, one less on may involve a scenario, analysis of that scenario, role play of the events, creating alternatives and assessing final comprehension. This methodology allows for an inclusive approach designed to allow information to be made available to students in a variety of ways and formats.Principles of EmpowermentThis is also a somewhat generic principle yet it applies to teaching very productively. One of the underlying goals is to set students up for success by ensuring the tasks are age and stage appropriate and that they stretch the student towards their zones of proximal development whilst ensuring successful outcomes. Another aspect of this principle is that students take responsibility for their learning. Ownership of ones development has been shown to be a powerful motivator and motivation is value a key element to learning.Motivation resides entirely in the person motivated. It can be inspired and encouraged by others but not given.Leamnson 1999, p. 54A third element of this prin ciple refers to student choice. Whilst the learning requirements remain the same, the choice of learning strategy, resource use and methodology may be used to allow students to choose their favored approach.Planning to empower students and therefore engage them in their learning once again means catering for all learning styles and planning for choice. Working in the area of Beauty therapy allows for considerable choice of approach and lends itself to practical training. This does mean that resources and activities have to be well structured and be after before implementation but it also means students can bechance a number of ways of achieving the required learning. A criticism is that students pull up stakes not be required to use their less favoured approach and thereby develop areas they feel less confident in.TASK 3ReflectionI find that catering for all learning styles is a far more complex area that needs more consideration. For example, at one level catering for learning s tyles means providing information in a way that an individual can take in. However, at another level, it also requires a more holistic overview that takes into consideration the students socio-cultural values and norms. Therefore, integrating this overview within my planning cycle requires several considerations. For example, it requires the allowing of space and consideration for analysing and assessing the students background knowledge, understandings and value systems. This will strengthen my understanding of how best to communicate with individual students and support their own sense of value and security within the classroom. It is pass judgment that this approach will allow for a punter consideration of student comfort and perceptions of security through providing familiar formats and establishing a comfort zone. As Maslows Hierarchy of Human Needs showed, it is difficult for students to go psychologically at a higher level if they do not feel safe and secure within their en vironment. Therefore, when planning, I intend to not only cover the various learning styles but to integrate this with socio-culturally and linguistically inclusive practice. Depending on the situation, this can be as diverse as providing materials in more than one language or selecting cooperative groups with common understandings. This is not to say that the expectations will be lessened. These need to be clearly established and provide the working format for the students. For example, they will be expected to achieve certain goals and be able to effectively communicate or demonstrate their learning.Catering for learning styles is an inclusive strategy as is that of catering for different students cognitive strengths. Consideration of practical application of strategies that include the diversity of multiple intelligences appears to be somewhat over-whelming. Sternbergs triarchic model (Krause et al. 2003, p. 202) simplifies this into a planning procedure that endows each subject with an analytic, creative and practical component. This is particularly helpful for the beauty industry as it encourages an all round interaction both with the information, the practice and the people concerned. As a practical vocation, beauty requires strong communication and practical skills and the tendency is to stress this practical element. However, Sternberg reminds us that a triarchic approach is more inclusive and works better for a wider range of people. I would like to bear this in mind when planning my lessons and appreciate that this will demand constant assessment and reflection in order to be at its most effective.Professional developmentThe following is a professional development plan involving some of the primary issues looked at in this essay. It is very much an overview and the course titles are purely to provide direction rather than actual titles. It is anticipated that this will change as the reality of working within specific scenarios provides the benefit of experience. This table is also specific to the area of inclusivity and its associated planning. There are some other areas that would also benefit my practice.Professional Development PlanGOALSCOURSESEXAMPLE THEORIESPROVIDERSDATEImprove Instructional ProcessTheory into PracticeLearning stylesEngagement and MotivationImprove inclusive planningCultural inclusivityCurriculum linksHow to Apply Theory to Improved PracticeCatering for Learning StylesHow to Empower and strike StudentsPlanning to include cultural diversity setting expectations and treating diversity positivelyAssessment for PlanningCurriculum correspondence with inclusive teaching practice accessible CONSTRUCTIVISMHUMANISM AND BEHAVIOURISMVygotskys social constructivismPiagets age and stage theoriesGardners theory of multiple intelligencesSternbergs triarchic model of intelligenceWeiners attribution theoryBanduras behavioural theories of learningMaslows hierarchy of human needsBronfenbrenners ecological systems theoryE riksons psychosocial development stagesNB there is considerable interaction between the theories/principles listed here and the list is by no means exclusive.ReferencesBronfenbrenner, U. Morris, P (1998) The ecology of developmental processes in R M Lerner (Ed) vade mecum of Child Psychology, Vol. 1. Theoretical models of human development, 5th Ed., pp. 535-584, Wiley New YorkKearsley, G. Shneiderman, B (1999) Engagement Theory A framework for technology-based teaching and learning, accessed 28th September 2008, http//home.sprynet.com/gkearsley/engage.htmKrause, K-L., Bochner, S. Duchesne, S (2003) Educational Psychology for teaching and learning, Thomson Southbank, VIC.Larson, J. Marsh, J (2005) Making Literacy Real Theories and Practices for Learning and Teaching, Sage capital of the United KingdomLeamnson, R (1999) Thinking about Teaching and Learning, StylusMaslow, A (1970) Motivation and Personality, 2nd Ed., Harper Row New YorkNicholls, G. Le Versha, L (2003) Teaching a t Post-16 Effective Teaching in the A-Level, AS and GNVQ Curriculum, Kogan Page LondonPressley, M. McCormick, C (2007) Child and Adolescent Development for Educators, Guildford Press New YorkWhitton, D., Sinclair, C., Barker, K., Nanlohy, P. Nosworthy, M (2004) Learning for Teaching, Teaching for Learning, Thomson Southbank, VIC.