Drygh
Conducive Learning Environment
I believe that the facilitator is ‘key’ to creating a conducive environment for learning to be successful. A conducive environment is one where students feel encouraged to participate and to this end, I encourage positive feedback wherever appropriate and create many opportunities for a variety of types of participation. I involve my student in activities, ask for examples from her practices and experiences, and allow time for reflection and reactions to the material. Understanding the diversity of learning styles and individual experiences is ‘key’ to enhancing learner-centred engagement which I accomplish in a variety of ways. For example, when I presented the Evaluation Module in 2009 I first asked my students to identify their learning style from a brief exercise which I gave them and learned that most of the students were “visual and tactile” learners therefore I adopted my teaching to include presenting information in diagrammatic formats and writing tasks which involve my students in ‘doing’ rather than ‘listening
Learning
Learning is acquiring new, or modifying and reinforcing existing, knowledge, behaviors, skills, values, or preferences and may involve synthesizing different types of information. The ability to learn is possessed by humans, animals and some machines. Progress over time tends to follow learning curves. Learning is not compulsory; it is contextual. It does not happen all at once, but builds upon and is shaped by what we already know. To that end, learning may be viewed as a process, rather than a collection of factual and procedural knowledge. Learning produces changes in the organism and the changes produced are relatively permanent.[1]
Human learning may occur as part of education, personal development, schooling, or training. It may be goal-oriented and may be aided by motivation. The study of how learning occurs is part of neuropsychology, educational psychology, learning theory, and pedagogy.
I believe that the facilitator is ‘key’ to creating a conducive environment for learning to be successful. A conducive environment is one where students feel encouraged to participate and to this end, I encourage positive feedback wherever appropriate and create many opportunities for a variety of types of participation. I involve my student in activities, ask for examples from her practices and experiences, and allow time for reflection and reactions to the material. Understanding the diversity of learning styles and individual experiences is ‘key’ to enhancing learner-centred engagement which I accomplish in a variety of ways. For example, when I presented the Evaluation Module in 2009 I first asked my students to identify their learning style from a brief exercise which I gave them and learned that most of the students were “visual and tactile” learners therefore I adopted my teaching to include presenting information in diagrammatic formats and writing tasks which involve my students in ‘doing’ rather than ‘listening
Learning
Learning is acquiring new, or modifying and reinforcing existing, knowledge, behaviors, skills, values, or preferences and may involve synthesizing different types of information. The ability to learn is possessed by humans, animals and some machines. Progress over time tends to follow learning curves. Learning is not compulsory; it is contextual. It does not happen all at once, but builds upon and is shaped by what we already know. To that end, learning may be viewed as a process, rather than a collection of factual and procedural knowledge. Learning produces changes in the organism and the changes produced are relatively permanent.[1]
Human learning may occur as part of education, personal development, schooling, or training. It may be goal-oriented and may be aided by motivation. The study of how learning occurs is part of neuropsychology, educational psychology, learning theory, and pedagogy.