Evidence of Learning (800 words)

Learning about different theories like behaviourism, cognitivism, constructivism and humanism has helped me
a great deal in understanding my teaching practice and how my learners learn. Until recently my classroom
practice was based on behaviourist approaches to teaching and learning, often using a ‘carrot or stick’ approach.
Having researched the theory of constructivism I now understand how my learners construct their own unique
meanings or understandings of their experiences (CAIE, 2018a). This means I am now designing more of a
variety of learning activities so I can try and meet the ability range needs of my learners. I believe that learners
learn best when they find meaningfulness in it. According to Vygotsky’s (1978) theory of social constructivism,
children tend to learn faster and retain concepts for longer periods of time when they can relate learning to real
life. For example, to teach the abstract concept of importance of values in our life, I used Kolb’s experiential
model of learning (McLeod, 2010). I took my learners to the school garden and showed them tree roots. They
observed and discussed the importance of roots and discovered that just as roots help trees to connect to the soil,
similarly, values help us to stay connected to our beliefs, families and culture.

Teachers must balance their role as facilitator to create a learner-centred classroom with multiple opportunities
for learners to participate in the learning process with autonomy. This builds an environment where learners are
actively involved and responsible for creating their own learning as suggested in theory of constructivism. The
learning in Unit 1 has helped to improve my lesson planning. Teaching methods are now more meaningful for
me since I can relate them to the learning theories. I understand that lesson plans should be coherent in
structure, and teaching and learning strategies should be sequential to facilitate the process of assimilation of
new learning. As a teacher it is important to instil metacognitive skills in our learners to help them become more
reflective and conscious of their own learning. This increases their confidence and self-efficacy in enhancing
their motivation to learn (Bransford, Brown and Donovan, 2000, p.242). Teaching becomes effective according
to Petty (2014) when we make our lessons come alive by making them interactive and engaging. Challenges
keep my learners motivated and excited about their learning journey. This is only possible when learning
activities are age appropriate and meaningful to them. Keeping this in mind I plan lessons that are learner-
centred and help them construct new learning through self-discovery, hands-on experiences and deep thinking. I
scaffold and help my learners in building new learning of the concepts by firstly activating their prior
knowledge and then introducing new lessons to build upon their previous knowledge, which according to Piaget
(in McLeod, 2015) helps them to construct new learning through the process of assimilation and
accommodation. Co-operative learning strategies such as discussions, think/pair/share games and quizzes
provide opportunities to the learners to develop their problem solving skills and share their ideas with each
other. In addition to this I also use strategies like role-play, show and tell and small group brainstorming
activities to motivate learners intrinsically rather than extrinsically (Reading Rockets, 2018).

Assessment is a process that attempts to measure what students know, understand and are able to do (CAIE,
2018b). There are two main types of assessments, formative and summative. Formative assessment refers to a
variety of methods that teachers use to evaluate learners’ comprehension, learning needs, and academic progress
during a lesson or a sequence of lessons. It helps teachers identify knowledge and concepts which learners are
finding difficult to understand and practical skills they are having difficult to acquire and develop, indicating
adjustments must be made to future lessons (GER, 2014). A number of assessment for learning tools are used
for this purpose. I often use ‘Thumbs’ or 'Traffic Lights’ for quick feedback. I also ask my learners for feedback
on my teaching and the concept taught at the end of the lesson using ‘one-minute paper’ or ‘two stars and a
wish’. This helps me to reflect and improve my own teaching practices and plan more effectively in future.
Having the advantage of occurring while learning is going on, it allows the learner to understand the task at
hand and know what they have done well, what to improve and how to do so. Summative assessment takes
place after learning is complete, either at the end of an academic year, term or block of learning by means of
formal exams. Summative assessment can be described as a final report on the learner’s knowledge, skills,
competencies and ability to retain whatever is learned throughout the course. In short, it is a measure of the
learner’s capabilities of what she or he has learned until this moment in time. It is usually done through grading
the learners’ work in exams. In an academic context both types of assessment are equally important. If
formative assessment focuses on the checking and development of knowledge, skills and understanding,
summative assessment focuses on measuring exactly what has been learned. According to Wiliam (2011),
maintaining a balance between the two ensures effective and productive learning throughout the learning
programme.

Words: 864
References
Bransford, J., Brown, A. and Donovan, M. (2000). How people learn. Washington DC: National Academy
Press.

CAIE (Cambridge Assessment International Education). (2018a). Learning Brief A: Concept of learning and
how people learn. [On-line].

Available from: https://xxxxx.xxx.xx.xx/xxxxxxxxx.php/yyyy/xxxxxresource/xxxx/x/LearningBrief A.pdf

[Accessed 4 April 2018]

CAIE (Cambridge Assessment International Education). (2018b). Learning Brief C: Assessment and its
purposes. [On-line].

Available from: https://xxxxx.xxx.xx.xx/xxxxxxxxx.php/yyyy/xxxxxresource/xxxx/x/LearningBrief C.pdf

[Accessed 13 April 2018]

Glossary of Education Reform (GER). (2014). Formative Assessment. [On-line].

Available from: https://www.edglossary.org/formative-assessment/

[Accessed 13 April 2018].

McLeod, S. A. (2015). Jean Piaget. [On-line].

Available from:www.simplypsychology.org/piaget.html

Petty, G. (2014). Teaching Today. 5 ed. Oxford: Oxford University Press.

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Reading Rockets. (2018). Motivation: The Key to Academic Success. [Online].

Available from: http://www.readingrockets.org/article/motivation-key-academic-success

[Accessed 9 April 2018]

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA:
Harvard University Press.

Wiliam, D. (2011). Embedded formative assessment. 1st ed. Bloomington: Solution Tree Press.