Unit 4 Dttls Assignment
Unit 4: Theories and principles for planning and enabling learning
In modern day teaching, the onus is shifting further and further away from teacher dictated methods of educational delivery, to methods that ensure the learner is placed at the heart of teaching, and every individual within the classroom is considered and catered for. Advances in technology available to teachers has contributed to a broadening of teaching styles, but this has mainly come about through the need to differentiate teaching more effectively and break down the barriers that exist between teacher and learner. Engaging every learner is a difficult task and requires the teacher to have a plethora of knowledge of teaching methods and theories. Learners may differ in terms of age, gender, ability level, communication skills, confidence, learning styles and many other factors. The job of the teacher is to ensure these factors do not hinder individual learning and that success and achievement within the group is widespread and at a high level.
Planning and implementing learning is paramount to this process. To effectively plan and deliver to diverse and varied groups of students, teachers can draw upon a number of teaching theories and principles put forward by educational academics. Theories of teaching and behaviour are themselves, in general, varied and diverse in the way they approach the dissemination of learning and the bringing about of desired responses. Similarly, different theories of communication have been put forward that document methods through which we as teachers can effectively converse with our students. All of these theories can provide a vital insight or tool for teachers to improve their practice and ultimately promote inclusive learning for all students.
Many examples of different teaching theories are evident across academic literature. Examples of these include Classical and Operant conditioning, Kolb’s learning cycle, Gagnes 9 events of instruction,
In modern day teaching, the onus is shifting further and further away from teacher dictated methods of educational delivery, to methods that ensure the learner is placed at the heart of teaching, and every individual within the classroom is considered and catered for. Advances in technology available to teachers has contributed to a broadening of teaching styles, but this has mainly come about through the need to differentiate teaching more effectively and break down the barriers that exist between teacher and learner. Engaging every learner is a difficult task and requires the teacher to have a plethora of knowledge of teaching methods and theories. Learners may differ in terms of age, gender, ability level, communication skills, confidence, learning styles and many other factors. The job of the teacher is to ensure these factors do not hinder individual learning and that success and achievement within the group is widespread and at a high level.
Planning and implementing learning is paramount to this process. To effectively plan and deliver to diverse and varied groups of students, teachers can draw upon a number of teaching theories and principles put forward by educational academics. Theories of teaching and behaviour are themselves, in general, varied and diverse in the way they approach the dissemination of learning and the bringing about of desired responses. Similarly, different theories of communication have been put forward that document methods through which we as teachers can effectively converse with our students. All of these theories can provide a vital insight or tool for teachers to improve their practice and ultimately promote inclusive learning for all students.
Many examples of different teaching theories are evident across academic literature. Examples of these include Classical and Operant conditioning, Kolb’s learning cycle, Gagnes 9 events of instruction,
References: Armitage, A. (2003). Teaching and Training in Post-compulsory Education. Buckingham, OUP. Armitage. Available at <www.learning-theories.com > [Accessed 02 Feb 2002] Harkin, J., Turner, G. and Dawn, T. (2001). Teaching Young Adults. London, Routledge. Huddleston, P. and Unwin, L. (1997). Teaching & Learning in Further Education. London, Routledge. Reece, I and Walker, S (2000). Teaching, Training and Learning (4th edition). UK. Business Education Publishers Limited.