· Learning is a complicated, measureable and relatively permanent change in behaviour attained through experience, instruction or study. It is an internal activity and a key personal development skill which can be modified through interaction with different situations (CIE Resource-Learning Theories, 2014). As a teacher, I believe that learning is reliant on a multiplicity of aspects and it can happen through different ways. Some people learn through reiteration while others learn well after intermingling with the real world through experience.
Learning rest on the behaviour and cognition level of the learners. After mounting a sound understanding of the learning theories, I have realised that constructivism is the core element in the learning process (Vygotsky and Social Constructivism, Jean Piaget Constructivism, Bruner Constructivism) because it helps the learners to shape their own understanding based on their current knowledge and helps to sheltered the new learning. To me, the reformed behaviour of the learner also affects their learning. As a teacher, I have observed and experienced that all most every learner have different learning needs, styles and preferences as they possess multiple intelligences (Gardner, 1983). I am now of the point of view that the teaching is two-way process and a teacher must adapt his teaching strategies according to the learners’ level of understanding. Teaching can be more effective if its linked with real life as it helps pupils to understand quickly.
It can be effective only when the learners are motivated to achieve the set goals (Petty, 2014) as it requires active and constructive involvement of the learners. The 5E’S (Engage, Explore, Explain, Elaborate, Evaluate) also help in the learning process. · I being a teacher strongly believe Students can learn well if the construct their own ideas which they learn through experience by involving in different activities. I strongly believe that it becomes easy to achieve learning goals when students and learner work as a team where all members work together.
Keeping in mind the varied learning styles of the learners, I think all the activities should be planned according to their needs and interests. This will result in engaging the learners as well as aid in developing their thinking skills (CIE Resource-Experiential Learning). Motivation and positive feedback help in building confidence in the learners and make them enthusiastic to take an active part in all learning activities (Maslow’s Hierarchy of Needs, 1943). I think that learning activities based on collaborative work can help the learners to take responsibility of their own learning and create an environment of mutual respect for one another (Vygotsky, 1978).
As a teacher, what I believe that the learners learn well if they link their prior knowledge to the new content to build new knowledge on the basis of the old one. I also believe that the students learn quickly and feel confident if there is peer learning in the class through discussions and debates. Graphic organizers also help to grab the interest of the learners and to motivate them to work enthusiastically by providing them a concrete hands-on activity (Petty, 2014).
I believe that group activities, addressing individual needs, hand-on activities, use of technology, feedback from the students and scaffolding are the basic tools that help to make the learning meaningful. · Assessment is the process of gathering and using information from multiple and diverse sources in order to develop better understanding of what students know, understand and can do with their knowledge as a result of their educational experiences (Huba and Fareed, 2000). Assessment plays vital role in the learning of the students as it tells where are students standing right now in term of their level of understanding, it basically reflects the learner performance. There are two major types of assessments used in the classroom.
Formative assessment assesses the learner during the learning and to look forward to what they will do with their learning. It is also called assessment for learning the purpose of formative assessment is to monitor or support learning and to motivate learner. The determination of summative assessment is to judge the eminence and physiognomies of the student’s learning and recapitulate these in a clear and widely acceptable format at the end of an academic year. Although both of them are equally important during the learning process, but I use the formative assessment to judge the level of understanding of my student. I also believe that assessment without timely and positive feedback can’t work effectively (Hattie, 2014). Because the feedback helps in achieving the learning goals and to set new ones.
It helps to encourage and raise self-confidence of the learners and in achieving the learning outcomes. It provides concrete opportunities to close the gaps between current and desired performance and shapes the future learning (CIE Resource-Assessment). I also use summative assessment at the end of a session of learning to indicate what the students have actually learned. The requirement of this to be active and constructive while taking decisions about the purposes of the assessment and the content that is to be assessed.
