Unit 1

Understanding principles of learning and

teaching
Evidence of learning

Learning is a process that leads to change, which occurs as a result

of experience and increases the potential for improved performance
and future learning. The change in the learner may happen at the
level of knowledge; attitude or behavior.Learning takes place when
a learner can make links and apply knowledge in different contexts.
It is an uninterrupted developmental process of cognitive skills. One
of the most important elements on which learning depends is
motivation which is the driving force that directs individuals to
achieve their set goals. Learning is an active rather than a passive
process that is created through experience, observation, and
reflection (Kolb, 1984) in a classroom, when learners are actively
involved and engaged, learning takes place.
One of the approaches to learning proposes that the learner’s
behaviors are molded by the environment and through negative and
positive reinforcement (Skinner, 1976).In contrast; the
Constructivist approach of learning by doing argues that linking new
and existing knowledge enables learners to construct their meaning.
In these paradigms, collaborative learning and shared experiences
(Vygotsky, 1978) play a significant role as people learn from each
other. The zone of proximal development, in this context, is an
important concept and scaffolding (Bruner 19992) a pedagogical
approach that supports the learners. These approaches to learning
are further supported by the VARK model of learning styles which
establishes four main types of learners. , auditory, visual,
read/write, and kinesthetic (Fleming & Mills, 1992). I have observed
these learners in class and every student is unique in that way. I
believe that recognizing these styles is necessary to adopt suitable
teaching techniques.

In present times, I believe that the didactic form of teaching has lost
its worth as it mostly results in passive learning. According to a
study of primary school students by Ahmed et al (2012), an
Advanced Organizer Model was observed to be more effective than
traditional forms of teaching. The model proposed the use of
innovative activities and collaborative exercises that resulted in
higher-level understanding amongst students.

Moreover, keeping up with the challenges of the 21st century, the

objectives and techniques of the education system have changed
such that it is now more likely to produce individuals who can think
analytically and apply their skills in problem-solving. To have
learners who are actively engaged, a teacher has to take on the
active role of facilitator of learning. A key feature that allows active
learning to take place is motivation. To motivate students, a teacher
has to take into consideration not only their basic needs but to
create a classroom environment that meets their self-esteem and
self-actualization needs. (Maslow, 1987)

The most popular stimulant in this case is success and the sense of
high self-esteem and self-actualization it gives. Therefore, it is vital
for me, as a teacher, to plan activities in which there is a scope for
every student to show some level of success. Here, the SPERT model
(Petty, 2004) of success, purpose, enjoyment, reinforcement, and
target setting would be kept in mind by me for lesson planning and
getting maximum learning outcomes.

Keeping in line with students 'needs, I have found that

brainstorming and elicitation are stress-free starters activities where
every response is welcomed, giving students confidence and
preparing them to learn. Pair and group work benefit most students
because with the right management and allocation of roles by the
teacher, the burden of responsibility is divided. The sense of
ownership and empathy these group activities generate is
motivating. Here, a teacher’s role as a facilitator is very important
because these tasks need to be monitored vigilantly for better
results.

For learners of every age, role play and stimulation hold great
attraction. Learning from this technique is always interesting and
stimulating for my students too, as it draws the connection to their
interest level and makes learning fun. The Medals and Missions
approach (Petty, 2004) is another way that I use to motivate
students through positive feedback and showing them the way
forward for improvement.

Besides teaching styles, flexibility also allows for an effective lesson.

Employing strategies to cater to the multiple intelligences
(Gardener, 2006) and moving the learners from basic knowledge to
higher-order thinking (Bloom, 1965) are most important. I believe
that flexible planning that can be molded according to individual
needs works best.
Assessment is a vital part of the learning cycle. It is a reflection and
evaluation of the students learning progress and my teaching
practices. It also serves as a constructive tool that can be used to
diagnose weaknesses and strengths of the learners through
diagnostic assessments to get feedback on what has been learned
and to provide a guideline for improvement through formative
assessments and to grade the learning of the students through
summative assessments (Andrew, 2014). Furthermore, self and peer
assessments help students to develop skills of self-analysis and be
engaged in their learning (Bennett, 2015). Assessments guide the
teachers to adopt pedagogical approaches most suitable for the
learners' needs.

Evidence of reflection:

We don’t learn from experience .We learn from reflecting on

experience. (John Dewey)Building on one's strengths and improving
on weaknesses is a part of the learning process. As teachers, we go
through this process when we reflect upon and evaluate our
teaching practice. Observation and the subsequent feedback on the
lesson I observed, gave me an opportunity for self-reflection.

An effective lesson must be built upon the learner’s prior knowledge

with clear objectives. It must be timely managed with clarity of
assessment of the learners’ learning including learning strategies to
successfully check for our learners' understanding.. The teacher
clearly stated the objectives of the lesson to the students at the
beginning of the lesson. She started with a brainstorming session for
recapping the basic rules of changing singular into plural nouns. The
group activity was an active learning approach that facilitated
collaborative learning and peer checking. The activity in its simplicity
was effective as it was easy to understand and the concrete
experience (Kolb, 1984) paved way for deeper learning. However,
the roles were not allocated to the group and as a consequence,
some students dominated the task, thus not giving equal
opportunity to all the members. Furthermore, the groups were not
equally sized. This resulted in some groups finishing the tasks easier
than others and creating a disturbance in the class. My mentor and I
thought that planning extension work for students who finish early
can keep them engaged. Formative assessment was done when the
teacher asked the question to gauge students 'learning during the
activity. The teacher's positive attitude throughout the lesson gave
the students the confidence to ask questions and clarify their
misconceptions. Her guidance provided the scaffold needed to
engage the students. The resources used were simple and linked
with the lesson though as the mentor pointed out using colored
sheets instead of white would have made the learning more fun and
enhanced students' creativity. All the segments of the lesson were
timed well and the recap session gave students an opportunity for
self and peer assessment.

"To fail to plan is to plan to fail". Benjamin Franklin

An effective lesson becomes possible with effective lesson planning

that has clear aims and SMART objectives. Similarly, teaching
strategies which engage students and cater to multiple intelligences
and the whole class are more useful. I hope to include group and
pair activities that promote active learning and incorporate Kolb's
(Kolb, 1984)learning cycle in my lesson plans to make them more
effective. I need to understand the changing roles of a teacher and
stay in touch with new research and technologies to make learning
fun and interactive for my students and myself. It is important to
reflect on and evaluate my teaching practices continuously for
further improvement.
References:

Ahmed I, Gujjar A and Bajwa N (2012) A comparative Study of Effectiveness of Advanced Organizer
Model and Traditional Method in Teaching of English in Teacher Education Course, Language in
India, 12, p(Assessed 21 Dec,2016)

Andrew (2014), Variety and Drift in the Functions and Purposes of Assessment in K-12 Education,
Teacher College Record, 116, p 18(Assessed 19 Dec, 2016)

Bennett, R.(2015),Preparing for the Future : What Educational Assessment Must Do? Education
Training Service,(Assessed 19 Dec,2016)

Bloom, B. (1965), Taxonomy of Educational Objectives.1 st ed, New York: Longman, Green

Bruner, J. (1992), The Mind According to Bruner, Educational Researcher, 21(4),p.29.(Assessed 21

dec,2016)

Fleming, N.D. & Mills.(1992)Not Another Inventory, Rather a Catalyst for Reflection, To Improve the
Academy,11, p,137-155

Gardner.(2006) .Multiple Intelligences,1 st ed, New York: Basic Books

Kolb, D.(1984) Experiential Learning. 1st ed. Englewood Cliffs, N.J: Prentice-Hall

Maslow, A.(1987) Motivation and Personality,1 st ed. New York, Harper and Row

Petty, G.(2004).Teaching Today: A Practical Guide ,3 rd ed, Stanley Thrones

Skinner, B.(1976).About Behaviorism 1st ed, New York: Vintage Books

Vygotsky , L (1978) Mind in Society, 1st ed, Cambridge Harvard University